Search results for: United Arab Emirates
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This article explores the emergence of Emirati novice teachers’ professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, and participating in school-based communities of practice. Teaching science and mathematics in English raises queries of ‘self’ as a teacher. Novice teachers’ emerging professional identity emphasises the ethics of teaching in the UAE.
Updated: Mar. 09, 2020
Key Stakeholders' Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran
In this study, the authors aimed at exploring the attitudes key stakeholders in a teacher education program hold toward the appropriateness of English Language Teaching (EFL) teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. This study found that the three groups of participants were unanimous in their evaluations of the majority of the courses, while their evaluative perceptions significantly varied for a small fraction of the courses in the program. The findings also revealed that the participants had a positive attitude towards the maintenance of most of the courses addressing teaching methodology and practice. Moreover, they believed that there is a need for inclusion of practical courses like practice- and micro-teachings as well as real classroom observations.
Updated: Jun. 05, 2017
In countries of the world where special education systems are still developing the capacity to provide the education that laws and policies promise, choices made in the design and offering of preparation programs may interact with contextual factors, creating intended and unintended consequences, opportunities, and constraints that affect the countries’ abilities to provide special education. In this study, the authors investigate this idea by examining special education teacher preparation in the Arab countries of the Gulf Cooperation Council.
Updated: Mar. 22, 2017
This study investigated the nature of relationships among student teachers, university supervisors, and cooperating teachers in one UAE teacher education program. The findings reveal that most student teachers preferred the collaborative approach to supervision. The cooperating teachers most often used collaborative supervision with student teachers. In contrast, the university supervisors used directive approach. Moreover, unlike cooperating teachers, university supervisors had negative opinions of the abilities of student teachers in this program.
Updated: Oct. 07, 2014
Shifting Sands in the United Arab Emirates: Effecting Conceptual Change for Creativity in Early Childhood Teacher Education
The purpose of this study was to explore conceptions held by student teachers of creativity and to examine conceptual changes they experience during a series of workshops informed by the Conceptual Change Model. The findings reveal that during the course of the workshops, the participants changed their vision of their role as teachers from managers who deliver the curriculum and assess it, to observers and facilitators of learning who are interested in creatively engaging children. Furthermore, by the end of the workshops, participants reported being comfortable working with creativity and felt they could benefit the school by bridging a perceived gap in readiness to teach for creativity.
Updated: Sep. 17, 2014
This study aimed at developing a culturally responsive scheme for inducting and mentoring Emirati novice teachers. The aim of this study was to reach consensus over the different components necessary for an induction programme responsive to the United Arab Emirates (UAE) context. Utilising a modified Delphi technique, quantitative and qualitative data were collected over three rounds. The scheme shares many of the bases of induction and mentoring programmes. However, three differences are evident: formative and summative assessments are carried out by a committee, the programme should only last for one year, and passing the induction programme should be enough – no teaching licence exam is required.
Updated: Mar. 17, 2014
In this article, the authors report partial findings of a qualitative interpretive study of female secondary school English language teachers’ perceptions of curriculum change in the United Arab Emirates. The participants were 16 female teachers in three secondary schools who had experience teaching the former and the current English language curricula. The authors recommend giving a voice to teachers in curriculum change by involving them in curriculum development processes to eliminate negative psychological effects such as marginalisation and powerlessness.
Updated: Jul. 26, 2011
Making Learning Visible in Kindergarten Classrooms: Pedagogical Documentation as a Formative Assessment Technique
The current study investigated interactions between pedagogical documentation and kindergarten children, families and teachers in the UAE. The study sample comprised six teachers in six kindergarten classrooms, 141 kindergarten children and 67 parents. The findings showed that pedagogical documentation has the potential to improve children’s learning.
Updated: Apr. 04, 2011
The current study explored the impact of using video lesson analysis methodology (VLAM) on the ability of prospective secondary mathematics teachers to analyze mathematics teaching. The participants were 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University. It was found that the intervention remarkably improved the ability to analyze mathematics teaching of the experimental group while little improvement occurred to the control group. Implications for teacher education programs are discussed.
Updated: Dec. 21, 2010