Sarah Rogers

CEO

Quest Direct Professional Services

BA in Education B Phil, MA in Education. Currently studying for a Doctorate at the University of Reading UK. Sarah is an expert in early years, an educationalist with a passion for lifelong learning who believes in giving others the opportunities to learn and to develop their knowledge and skills to deliver high-quality learning environments for young children. Originally from the UK, having lived in the UAE for 25 years, Sarah is the founder, owner and CEO of 2 educational training companies based in the UAE, Early Years Educational Services established in 2008, and Quest Direct, established in 2014, provide training and support for early years and primary school professionals. Sarah leads a team of dedicated educational trainers and consultants to deliver a range of UK educational qualifications and short CPD courses for nursery and primary school staff. Sarah works with educational partners across the UAE and delivers training in other GCC countries. The team works with school partners on school improvement programmes. Sarah has written for a range of educational and local publications, for educational professionals and parents. She is currently undertaking an Educational Doctorate with the University of Reading and was pleased to be named as one of the most influential educators in the region by Which School Advisor in 2017, being instrumental in raising the awareness for the early years profession to be qualified and regulated in the UAE.

SPEAKER SESSIONS

Future Leaders

26 February 2020 | 15:30 - 16:30 | Parallel Lives, Supporting Expatriate Teachers to Make Successful Transitions When Teaching in a New Pedagogy and Culture

A presentation of early findings from my doctoral research which focuses on the challenges and dilemmas that expatriate teachers face when they come to the UAE to teach, and experience a different culture and pedagogy. This qualitative in-depth narrative research has been carried out with a small sample of UAE based expatriate early years teachers from non Western backgrounds, and seeks to understand the challenges and transitions that they need to undertake in order to be a successful and effective teacher in the United Arab Emirates. It is hoped that the findings support the professional development of individual teachers. The findings will also be used to further understand how we can support successful transitions to improve the quality of education delivered in schools by informing schools and legislators policies.