scholarly journals Change in Attitudes of SQU College of Education Students towards Psychological Measurement

2011 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Mahmoud Ibrahim ◽  
Rashed Al Mehrizi
Keyword(s):  
Teacher Preparation ◽  
College Of Education ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Education Students ◽  
Psychological Measurement ◽  
Preparation Programs ◽  
Change Rate ◽  
Sultan Qaboos University ◽  
Before And After

The study aimed to investigate the attitudes towards psychological measurement among students in teacher and principals’ preparation programs in the college of Education at Sultan Qaboos University, and the change level in these attitudes as a result of taking a course on psychological measurement. The researchers developed and administered a measure of attitudes towards psychological measurement to a sample of 201 students before and after taking the course. The results revealed that the attitudes towards psychological measurement were medium before starting the course and then statistically improved as a result of taking the course. In addition, the attitudes towards psychological measurement for males were higher than for females before taking the course. The change rate in the attitudes towards psychological measurement as a result of taking the course was higher with females than with males. Finally, the attitudes level towards psychological measurement for students in the principals’ preparation program was higher than for students on teacher preparation program before taking the course. The rate of development of the attitudes towards psychological measurement as a result of taking the course was higher for students on teacher preparation program than for students in principals’ preparation program. 

scholarly journals An Evaluation of Teacher Preparation Program in the College of Education, Sultan Qaboos University from the Perspectives of its Graduates

2012 ◽  
Vol 6 (1) ◽  
pp. 99
Author(s):  
Salem Al Ganbousy ◽  
Hmood Al Harthi ◽  
Ali Kazem
Keyword(s):  
Teacher Preparation ◽  
Teaching Methods ◽  
Teaching Method ◽  
College Of Education ◽  
Assessment Method ◽  
Academic Preparation ◽  
Three Dimensions ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Sultan Qaboos University

The study aimed to evaluate teacher preparation program in the College of Education, Sultan Qaboos University from the perspectives of its graduates of batches of 1990-2007. To collect data, a questionnaire was administrated to 639 graduates that represent 8% of the population (n = 7890). The questionnaire consisted of three dimensions: (1) the content, (2) teaching methods, and (3) assessment. Reliability of the three dimensions with alpha Cronbach was 0.82, 0.81, and 0.84, respectively. The questionnaire included also an open-ended question about difficulties faced by graduates in labor market attributed to the academic preparation. The results of the study were: in reference to the content, the graduates highly valued the contribution of the specialization courses compared to educational/professional courses that were considered to have medium contribution. The results showed that 40% of the sample believed that there was an overlap among the courses; lecturing was the main teaching method used compared to field trip method which was the least used. Essay questions were the main assessment method. Finally, the most common difficulty faced by graduates was the discrepancy between acquired knowledge in college and the required knowledge in the field. The study concluded with some recommendations. 

scholarly journals Degree of Professionalism in the Teacher Preparation Program at the College of Education at Sultan Qaboos University as Viewed by Islamic Education Graduates

2013 ◽  
Vol 7 (2) ◽  
pp. 214
Author(s):  
Mohsin N. Al-Salmi
Keyword(s):  
Teacher Preparation ◽  
College Of Education ◽  
Moderate Level ◽  
Islamic Education ◽  
Teacher Preparation Program ◽  
Professional Roles ◽  
Validity And Reliability ◽  
Preparation Program ◽  
Sultan Qaboos University

The study aimed at identifying to what degree does the teacher preparation program at the college of education at Sultan Qaboos University enable Islamic education teachers to perform their professional roles as viewed by the graduates of the program. In order to achieve this aim, a questionnaire was designed consisting of 42 roles and falling under 5 themes. Having checked the instrument for validity and reliability, it was administered to a sample of 56 graduates of the program. The main findings of the study were: a) the teacher preparation program of Islamic education in the College of Education enabled the graduates to perform the professional roles at th moderate level; and there were no statistically significant differences at the level of 0.05 between the means of respondents attributable to the variables of gender and year of graduation in general, as well as at the level of each of the 5 themes. Some of the recommendations are to reinforce the highly viewed roles such as the humanitarian roles and the roles in the five themes. It is also recommended to support the roles that were viewed moderately in the program and to give seminars and workshop to Islamic education teachers as to perform the professional roles effectively. 

scholarly journals The effect of the teacher preparation program in the College of Education on student teachers' acquisition of professional competencies in relation to their attitudes towards the teaching profession

2011 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Nasser Al rwahi ◽  
Suliman Al Balushi
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teaching Profession ◽  
Point Of View ◽  
Teacher Preparation Program ◽  
Professional Competencies ◽  
Preparation Program ◽  
Teaching Competencies ◽  
Teachers Attitudes

The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

Elementary Teacher Candidates' Perspectives on the Teaching and Learning of English Learners

2018 ◽  
pp. 23-41
Author(s):  
Stefanie D. Livers ◽  
Liang-Yin. Lin
Keyword(s):  
Teacher Preparation ◽  
English Learners ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Preparation Programs ◽  
Successful Teachers ◽  
Research Institution ◽  
Elementary Teacher Candidates

Research suggests that K-12 teacher candidates are not prepared to meet the needs of English Learners (ELs) (O'Neal, Ringler, & Rodriguez, 2008), and that their belief systems about teaching impact their ability to learn best practices for instruction (Nosich, 2009). In order to be successful teachers of ELs, teacher candidates must be adequately prepared to meet the needs of diverse learners by making targeted changes to instruction. It is essential that teacher preparation programs include opportunities to develop knowledge and skills. The goal of this study was to evaluate one preparation program's effect on knowledge, beliefs and attitudes, and self-efficacy of teacher candidates in regard to teaching ELs. The study examined perceptions, experience and knowledge of ELs and the effectiveness of a teacher preparation program in changing teacher candidates' beliefs about ELs. This exploratory study builds on previous research from a four-phase elementary teacher preparation program at a research institution.

Embedding Diverse Children's Literature Throughout a Teacher Preparation Program

2021 ◽  
pp. 501-524
Author(s):  
Amy Tondreau ◽  
Zachary T. Barnes
Keyword(s):  
Teacher Preparation ◽  
Children's Literature ◽  
Teacher Educators ◽  
Book Club ◽  
Children’S Literature ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Program ◽  
Preparation Programs ◽  
Administrative Team

This chapter explores the incorporation of diverse children's literature into a teacher preparation program, both in and beyond a required Literature for Children course. With the aim of cultivating positive reading identities for pre-service teachers, the authors focus on the process for implementing changes to build a culture of reading, so that pre-service teachers identify as life-long readers, and specifically readers who understand the importance of diverse texts. Changes to curriculum in writing, social studies, and special education methods courses are described, as is the creation of a college-wide book club. The goal of embedding children's literature in and across teacher preparation programs is for pre-service teachers to feel prepared to bring these texts into their own classrooms and to facilitate discussions on the topics that these texts raise with their students, administrative team, and parents. In order to do this, teacher educators need to provide ample opportunities for students to practice selecting, analyzing, and discussing diverse children's literature.

scholarly journals Effect of Students' Attractiveness and Tidiness on the Development of Student-Teachers' Expectations of Their Intellectuality

2021 ◽  
Vol 11 (4) ◽  
pp. 27
Author(s):  
Abdullah Alhajri
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teacher Preparation Program ◽  
Ministry Of Education ◽  
Preparation Program ◽  
School Students ◽  
Kuwait University ◽  
Diverse Classroom ◽  
School Uniform

The present study examined students' facial attractiveness and school uniform tidiness in developing the student-teachers' expectations of their academic performances. The researcher administered a questionnaire of 10 items on a sample that consisted of 135 student-teachers at the college of education in Kuwait University after exposing them to pictures of four school students with diversified traits of attractiveness and school uniform tidiness. The results showed that all the student-teachers' sample tends to form expectations about diverse classroom students based on their level of attractiveness and school uniform tidiness. There were no differences in these expectations between student-teachers of different GPAs. Still, such differences existed between student-teachers groups of fields of specialization. Several recommendations were then directed & brought to the Ministry of Education and teacher preparation program personnel's attention.   Received: 18 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021

Addressing Beginning STEM Teachers' Needs to Teach in High-Need School Districts

2020 ◽  
pp. 221-234
Author(s):  
Anne Marie Seitsinger ◽  
Jay Fogleman ◽  
Kathy Peno ◽  
Cornelis de Groot
Keyword(s):  
Teacher Preparation ◽  
Instructional Technology ◽  
School Districts ◽  
Highly Qualified Teachers ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Highly Qualified ◽  
Preparation Program ◽  
Federal Grant ◽  
Preparation Programs

Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly in high-need school districts. One university's teacher preparation program used a constructivist approach to build candidates' technological, pedagogical, and content knowledge to enhance their preparation to teach in classrooms where they are expected to utilize instructional technology effectively. Teacher preparation programs prepare candidates to a certain degree, however, beginning teachers continue to need support. This chapter reports on how prepared these new STEM teachers were to teach and the challenges they faced in high-need school districts. This chapter also discusses the instructional technology provided to these teachers from a federal grant to address some of these challenges. The chapter concludes that beginning STEM teachers benefit from induction supports that 1) provide university-based mentoring, 2) allow them to continue to use strategies and technologies they had access to during their teacher preparation program, and 3) continue to develop themselves as professionals.

scholarly journals The Early Findings of an Urban Education Teacher Preparation Program

2013 ◽  
Vol 2 (1) ◽  
pp. 29-44
Author(s):  
Alice W. Terry ◽  
Catherine Head
Keyword(s):  
Urban Education ◽  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Professional Development School ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Program ◽  
Preparation Programs ◽  
Diverse Classrooms

A university near a major city in Georgia and a large, urban school district established a Professional Development School (PDS) in which the majority of junior and senior-level pre-service teacher coursework and fieldwork took place at seven urban, high-needs public schools.  The purpose of this study was to provide preliminary feedback to the middle grades teacher preparation program concerning the UE (Urban Education) program in preparation for the second cohort of UE interns and the second year of study with the first cohort.  What emerged from the study was evidence that the program, for its participating teacher candidates, leads to commitment, strengthens self-efficacy, and fosters early development of teacher efficacy, but which ultimately evolves into teacher candidate overconfidence.  As pressure continues to mount concerning the quality of education in America, teacher preparation programs must improve their programs in order to better prepare teachers for diverse classrooms.  This study relates one such effort toward that end.

scholarly journals The Role Of Student Performance Reviews In A Teacher Preparation Program: Can This Teacher Candidate Be Saved?

2005 ◽  
Vol 2 (8) ◽  
Author(s):  
Nina G. Dorsch ◽  
Diane H. Jackman
Keyword(s):  
Teacher Preparation ◽  
Student Performance ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Program ◽  
Preparation Programs ◽  
Performance Review ◽  
Performance Reviews

Teacher preparation programs assess students’ knowledge, skills, and dispositions throughout the program.  When concerns about student performance arise, the Student Performance Review is a vehicle for “saving” teacher candidates.

So NOT Amazing! Teach for America Corps Members’ Evaluation of the First Semester of Their Teacher Preparation Program

2011 ◽  
Vol 113 (5) ◽  
pp. 861-894 ◽  
Author(s):  
Heather Carter ◽  
Audrey Amrein-Beardsley ◽  
Cory Cooper Hansen
Keyword(s):  
Teacher Preparation ◽  
Student Evaluation ◽  
Traditional Students ◽  
College Of Education ◽  
Teach For America ◽  
Teacher Preparation Program ◽  
Evaluation Instrument ◽  
Preparation Program ◽  
Master's Students ◽  
High Needs Schools

Background Much of the research related to Teach For America (TFA) is related to the concerns surrounding whether such teachers should assume primary teaching responsibility and whether alternatively certified teachers are effective in the classroom. This research study takes a different approach and moves the conversation into a new domain of evaluating the coursework that TFA teachers undertake to meet state-mandated certification requirements. Based on initial course evaluations at a college of education, TFA students rated their university courses and instructors more critically than did non-TFA students. Purpose of Study The purposes of this study were (1) to explore the aforementioned differences in quality ratings of courses and instructors and (2) to examine what items on the student evaluation instrument could be used to identify salient constructs that are most necessary to meet the needs of TFA students. Setting This research was conducted at a college of education at a Research I university involved with a TFA partnership through which TFA students earn master's and certification while teaching in high-needs schools. Participants Participants in this study were TFA students who were teaching on an alternative teaching certificate, as compared with traditional students who were enrolled in the same methods courses with the same instructors. Both sets of students were enrolled in their first year of their teacher preparation program. Research Design The researchers analyzed the numerical differences between student evaluation scores posted for the same instructors by different groups of students (TFA and traditional students enrolled in the same methods coursework). The researchers also analyzed survey (Likert-type and open-ended) data to evidence and explain differences. Findings/Results (1) TFA students did in fact rate their courses and instructors significantly lower than did their non-TFA peers; (2) TFA students, as practicing teachers in charge of real-time classrooms, were more critical consumers, critical in the sense that they needed—or, more appropriately, felt that they needed—coursework that provided just-in-time knowledge; and (3) TFA students did not feel as if they were treated like master's students. They wanted instructors who modeled practical teaching strategies and did not dumb down course activities, many of which they believed were irrelevant and a waste of time given their immediate needs. Conclusions/Recommendations Issues related to certification coursework are highlighted, and included are specific and immediate course improvement recommendations and a call to reexamine educational policies related to alternative teacher certification.

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