Field training is valuable for improving pre-service teachers' teaching skills. It bridges the gap between theory and practice in real classroom environment. This study uses phenomenological qualitative approach to investigate the influence of field training courses on social skills in teaching. The study was carried out in the first semester of the 2019-2020 academic year with a total of six pre-service teachers participating in a field course for 10 weeks. The pre-service teachers came from two different colleges of teachers' training. We used purposive sampling to choose the students. After interviewing the participants and videoing their lessons, we transcribed the interviews and observations. We used thematic analysis to code, categorize and find patterns related to the development of social skills for teaching. The research results showed that pre-service teachers who practiced teaching during field training have improved their social skills in teaching as a result of three conditions (1) classroom management, (2) teaching strategies and (3) supervisor's assessment. Pedagogic supervisors need to focus on these three issues in order to provide a fruitful environment for pre-service teachers' professional development.
Perfectionism tends to set very high levels and standards for self and others, taking different forms. On the one hand, there is self-directed perfectionism, where the individuals set themselves high standards of performance and try to achieve them. This type constitutes a driving force to achieve ambitious goals, and this is normal perfectionism. When there is a risk factor for frustration, neurotic perfectionism is formed. The current study aims to codify a questionnaire of the most important factorial dimensions to measure perfectionism among students of Palestinian higher education institutions and identify the most contributing factors in the interpretation of perfectionism. The descriptive and analytical methods were used to achieve the research objectives. The closed questionnaire was applied as a study tool on a sample of 197 male and female students from Palestinian higher education institutions. The findings of the factor analysis resulted in eight factorial dimensions that constitute the current measure of perfectionism among Palestinian students: motivation, achievement, parental expectations, performance regulation, social perfectionism, anxiety, fear of failure, perfectionism towards self, self-evaluation and parental criticism. In the light of the findings of the study, the most important recommendations can be made, represented in adopting the current measure of perfectionism with its eight factorial components, and 47 items of the scale, to measure perfectionism among students of the Palestinian higher education institutions and at the international levels.
This article aims to shed the light on challenges that Palestinian university faced during COVID-19 pandemic. The technology and the digital environment are becoming part of our lifestyle. The whole world has been asked to change the way we work and live during COVID-19 pandemic. No more students sit in the classroom and listen only to lectures these days. Nowadays, education is interactive and engaging. Teachers are doing their best to approach instruction with technology being the mediator in the classroom. Digital transformation is a fundamental process in the knowledge society where information technologies play a vital role in helping students to produce knowledge and process information to meet the ever-growing demands of students, faculty and campus to create a learning environment where everything connects, therefore the efforts of universities, especially arab universities, began to digitize the learning process. As a result of this education Palestine universities has transformed into a rapid, and simple digital education, as the COVID-19 system resulted in the rise of e-learning on an unprecedented scale. Some challenges presented like: lack of strategic plan, digital inequity, technology infrastructure. We recommended the presence of instructional designers and the necessity of the continues evaluation process.
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