Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China

Abstract

This study investigated student teachers' preferred active learning strategies, and those which they actually received during their teacher preparation programmes. An explanatory mixed methods research design was adopted, including a survey completed by 308 participants and group interviews involving 38 participants. Data were gathered from student teachers completing their university education in three countries: Qatar, Lebanon, and China. Results indicated the prevalence of and a preference for a passive mode of instruction among student teachers as a convenient approach that would guarantee good grades from assessment procedures favouring memorization. Further, several inconsistencies between the quantitative and qualitative data revealed challenges in reconciling the theory-practice gap, changing perceptions towards alternative teacher roles, and realigning assessment procedures with innovative teaching methods.

Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar

“…However, they may be highly related to the sociocultural context of student engagement within the institution (Kahu, 2013), which can be seen as a limitation to implementing PBL at the course level (Kolmos, 2017;Strobel & van Barneveld, 2009). The factor of team dynamics can also be problematic since training for collaborative learning demands time and institutional supports (Borrego, Karlin, McNair, & Beddoes, 2013), particularly in a socio-cultural context where students are not used to it (Du, Kolmos, Ahmed, Spliid, Lyngdorf, & Ruan, 2020;Du, Chaaban, Sabah, Al-Thani, & Wang, 2020). In sum, all three factors this study identified can both support and constrain student engagement in PBL, and they can also be related to the history and tradition of the Arabic educational culture (Du, Ebead, Sabah, Ma, & Naji, 2019;Du, Naji, Sabah, & Ebead, 2020;Sabah & Du, 2018).…”

Digital learning orientation and innovative behavior in the higher education sector: effects of organizational learning culture and readiness for change

“…From the institutional perspective, Digital learning orientation adequate efforts should be made to facilitate infrastructural facilities for both students and educators. Institutional culture should ensure effective communication that helps students comprehend the necessity and prospective benefits of the change (Du et al, 2020).…”

Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar

“…Accepting change can improve the chances of successfully implementing the change and maximizing change effectiveness (Bouckenooghe et al, 2009). In addition, they should accept the change as an appropriate way to achieve the educational objectives in the given context and be agentic and proactive in the change to develop professional competencies (Du, Chaaban, Sabah, Al-Thani, & Wang, 2020). If students are given sufficient explanation that the change is needed, they are more likely to develop motivation and positive attitudes and establish trust and peer support in their environment (Hsu et al, 2012;Martin, Ahlgrimelzell & Budhrani, 2017;Mayer, 2014).…”

“…Implementing change is highly contextual, and accordingly, support from the environment is needed Du, Chaaban, Sabah, Al-Thani, & Wang, 2020). Leadership support is key to improving motivation and self-efficacy to ensure the success of change efforts (Holt & Vardaman, 2013).…”