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

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.

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 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. 

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.

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 Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

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