Abstract
References
- Abu Shandi, Yousef Abdul Qader & Abu Sha’eer, Khaled Mohammad & Aqari, Thaer Ahmad (2009). Practical Education Program Evaluation. Zarqa University, Jordan, Zarqa Journal for Humanities Research and Studies, (9) (1). Al Hadithi, Saleh bin Soleiman bin Mohammad. (1998). Reality of Field Educational Supervision in the College of Education, King Saud University, Riyadh, Arabian Gulf Message, Arab Education Office of the GCC Countries. Al Omari, Khaled, and Massad, Mohammad (1996). Practical Education: Theoretical Framework. Sanaa, Yemen: Ministry of Education. Al Shahri, Amal Dhafer and Mohammad, Lamyaa Jalal (2013). Evaluation of Practical Education for Female Students of Level 8 as perceived by Faculty Members and Students of the College of Education of Najran University. Arab Studies in Education and Psychology, Issue 39, 91-121. Citation: Kline, J., White, S., & Lock, G. (2013). The rural practicum: Preparing a quality teacher workforce for rural and regional Australia Journal of Research in Rural Education, 28(3), 1-13. Faraj, Abdul Latif bin Hussein. (2004). Basic Aspects to Evaluate Teacher Student as Perceived by Supervisors and Cooperating Teachers. Studies in University Education, Ain Shams University. Freihat, Ammar (2013). Extent of Contribution of Practical Education to Providing Female Students of Child Education at Ajloun University College with Teaching Competences from their Point of View, Journal of Islamic University for Educational and Psychological Studies, Vol. 21, Issue: 1, pp 151-175. Gzeiwat, Mohammad Ibrahim (2005). Teaching Competences Enjoyed by Teachers Studying the Major of Field Teacher/ Social Studies at Mo’ta University, form the Point of View of Cooperating Teachers of Social Studies at Karak Governorate Schools, Jordan. Umm Al Qura Journal for Educational and Social Sciences and Humanities, (14) (1). Khawaldeh Mostafa and Ehmeida, Fat’hi (2010). Identifying the Problems Facing Student Teachers Specialized in Child Education at Queen Rania Faculty of Childhood, the Hashemite University, Journal of Damascus University (26) (3). Lori Simons, Lawrence Fehr, Nancy Blank, Heather Connell, Denise Georganas, David Fernandez, and Verda Peterson (2012) Lessons Learned from Experiential Learning: What Do Students Learn from a Practicum/Internship? International Journal of Teaching and Learning in Higher Education, 2012, Volume 24, Number 3, 325-334. Shatnawi, Abdulkareem Mohammad (2007). Competences of Female Teachers / Field Teacher (Literary and Scientific) at the College of Education in Abra, Sultanate of Oman as Perceived by Cooperating Teachers at the Schools of the Governorate of Al Dhahirah – South of Oman. Journal of Educational and Psychological Studies, Sutlan Qaboos University (1). Sibel Yes¸ildere I˙mre, and Hatice Akkoc (2012). Investigating the development of prospective mathematics teachers’ pedagogical content knowledge of generalising number patterns through school practicum. J Math Teacher Educ (2012) 15:207–226. Tartouri, Mohammad Awad (2007). Teacher Preparation and Qualification at Modern Educational School, Minshawi Forums for Research and Studies. Available online: http://minshawi.com
THE IMPACT OF PRACTICUM TRAINING IN IMPROVING TEACHING COMPETENCES AMONG ABU DHABI UNIVERSITY POST-GRADUATE DIPLOMA STUDENTS -ANALYTICAL STUDY-
Abstract
Many
trends have appeared in the field of teacher preparation all emphasizing the
necessity to keep abreast of scientific, educational and technological
developments. Part of such trends are developing curricula and identifying
principles and guidelines for teacher preparation including: general,
specialized and educational preparation, practicum training and practical
education before and during the career. Current technological developments
require teacher’s mastery of how to deal with modern teaching methods such as
computer software and internet and how to use them efficiently with the
students. On these grounds, development of teacher preparation programs is
essential to cater for society’s developmental needs and respond to job market
needs.
This
study aims at exploring the degree of competence students of professional
post-graduate diploma in teaching acquire from practicum training. The
questions of the study are as follows:
What
is the impact of Practicum program in improving students of professional
post-graduate diploma teaching competences?
•What
is the correlational relation between the practicum program competences and specialization?
•What
is the correlational relation between the practicum program competences and
students GPA?
An
instrument of measuring the competences of practicum training was specially
designed and used to answer the above questions with appropriate validity and
reliability indicators. The sample of the study consisted of 264 students
enrolled in the professional post-graduate diploma in teaching in the second
semester 2013-2014. The statistical analysis of the data was carried out using
SPSS program.
The
findings indicated statistically significant differences in the attitudes of
the students of the professional post-graduate diploma in teaching towards the
impact of the Practicum program in improving students’ teaching competences.
The differences are attributed to the specialization variable. There are no
statistically significant differences attributed to the cumulative grade point
average. The study has a number of recommendations in light of the findings.
References
- Abu Shandi, Yousef Abdul Qader & Abu Sha’eer, Khaled Mohammad & Aqari, Thaer Ahmad (2009). Practical Education Program Evaluation. Zarqa University, Jordan, Zarqa Journal for Humanities Research and Studies, (9) (1). Al Hadithi, Saleh bin Soleiman bin Mohammad. (1998). Reality of Field Educational Supervision in the College of Education, King Saud University, Riyadh, Arabian Gulf Message, Arab Education Office of the GCC Countries. Al Omari, Khaled, and Massad, Mohammad (1996). Practical Education: Theoretical Framework. Sanaa, Yemen: Ministry of Education. Al Shahri, Amal Dhafer and Mohammad, Lamyaa Jalal (2013). Evaluation of Practical Education for Female Students of Level 8 as perceived by Faculty Members and Students of the College of Education of Najran University. Arab Studies in Education and Psychology, Issue 39, 91-121. Citation: Kline, J., White, S., & Lock, G. (2013). The rural practicum: Preparing a quality teacher workforce for rural and regional Australia Journal of Research in Rural Education, 28(3), 1-13. Faraj, Abdul Latif bin Hussein. (2004). Basic Aspects to Evaluate Teacher Student as Perceived by Supervisors and Cooperating Teachers. Studies in University Education, Ain Shams University. Freihat, Ammar (2013). Extent of Contribution of Practical Education to Providing Female Students of Child Education at Ajloun University College with Teaching Competences from their Point of View, Journal of Islamic University for Educational and Psychological Studies, Vol. 21, Issue: 1, pp 151-175. Gzeiwat, Mohammad Ibrahim (2005). Teaching Competences Enjoyed by Teachers Studying the Major of Field Teacher/ Social Studies at Mo’ta University, form the Point of View of Cooperating Teachers of Social Studies at Karak Governorate Schools, Jordan. Umm Al Qura Journal for Educational and Social Sciences and Humanities, (14) (1). Khawaldeh Mostafa and Ehmeida, Fat’hi (2010). Identifying the Problems Facing Student Teachers Specialized in Child Education at Queen Rania Faculty of Childhood, the Hashemite University, Journal of Damascus University (26) (3). Lori Simons, Lawrence Fehr, Nancy Blank, Heather Connell, Denise Georganas, David Fernandez, and Verda Peterson (2012) Lessons Learned from Experiential Learning: What Do Students Learn from a Practicum/Internship? International Journal of Teaching and Learning in Higher Education, 2012, Volume 24, Number 3, 325-334. Shatnawi, Abdulkareem Mohammad (2007). Competences of Female Teachers / Field Teacher (Literary and Scientific) at the College of Education in Abra, Sultanate of Oman as Perceived by Cooperating Teachers at the Schools of the Governorate of Al Dhahirah – South of Oman. Journal of Educational and Psychological Studies, Sutlan Qaboos University (1). Sibel Yes¸ildere I˙mre, and Hatice Akkoc (2012). Investigating the development of prospective mathematics teachers’ pedagogical content knowledge of generalising number patterns through school practicum. J Math Teacher Educ (2012) 15:207–226. Tartouri, Mohammad Awad (2007). Teacher Preparation and Qualification at Modern Educational School, Minshawi Forums for Research and Studies. Available online: http://minshawi.com
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 30, 2018 |
| Submission Date | February 11, 2018 |
| Published in Issue | Year 2018Volume: 4 Issue: 10 |
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