Teacher Education Programs in Jordan: A Reform Plan

Naba'h, Abdallah Abu; Al-Omari, Hamza; Ihmeideh, Fathi; Al-Wa'ily, Suad

doi:10.1080/10901020903084413

Cited by 8 publications

(7 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the Arab countries in general, and in Jordan in particular, many studies have been carried out on teacher preparation programmes (Jurdak, 2002;Sadiq, 2005Sadiq, , 2007Al-Sharaf, 2006;Hourani, 2011). Despite attempts to improve the quality of teaching in social education, whether in the schools or in the universities, the literature shows that many weaknesses and problems remain (Alazzi, 2005;Naba'h et al, 2009;Hourani, 2011). The main problem is that teaching methods in the universities are based on memorising information.…”

Section: Introductionmentioning

confidence: 99%

“…The last two decades have witnessed a large increase in the number of investigations into approaches for social education teaching in the classroom. The findings have focused on features of teachers' practice and activities in the classroom (Al-shammali, 1994(Al-shammali, , 1995Zagan, 1999;Al-Shboul, 2004, Alkhawaldeh, 2008, Naba'h et al, 2009Hourani, 2011). However, there seems to be little empirical research concerning the use of constructive journal writing to enhance student teachers' learning to teach social studies in general and social education per se.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

Al-Karasneh

2014

Euro J of Education

View full text Add to dashboard Cite

This article analyses the impact of a constructivist approach to learning in Jordan, where a traditional context of passive/receptive philosophy of teaching prevails. Student teachers were introduced to journal writing. It was expected that their experiences with journal writing would afford them a better understanding of how it would affect their learning to teach social education. Thirty students were given a short course in journal writing as a reflective learning tool in their final placement. The schools operated passive/receptive approaches to learning and the students in the sample had experienced this throughout their own schooling. The impact of the course was assessed using semi‐structured interviews. Some students found the experience stressful, but 75% found it fruitful and motivating.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

Al-Karasneh

2014

Euro J of Education

View full text Add to dashboard Cite

show abstract

“…In contrast, the second depends on additional years of study after graduation for professional or educational preparation. These programs and mechanisms prepare students to teach mathematics (Braaten et al, 2022) since their outputs aim to graduate qualified teachers capable of practicing the profession (Ries et al, 2016;Abu Naba'h et al, 2009).…”

Section: Pre-service Mathematics Teacher Preparation Programsmentioning

confidence: 99%

“…To answer the first question, the researchers looked at the study of (Abu Naba'h et al, 2009;Ariza & Poole, 2018;Prezi, 2016;Theeb et al, 2013), as well as the teaching competencies approved by the Jordanian Education Council, and with the help of some education experts. a four-level scale questionnaire was developed, as shown in table 3, consisting of ( 12) teaching competencies divided into four areas: knowledge and planning competencies, which included two teaching competencies; implementation competencies, which contained four teaching competencies; assessment competencies, which have three competencies; and personal competencies, which are expressed by three learning competencies.…”

Section: A Questionnaire Of Teaching Competencies In Pre-service Prep...mentioning

confidence: 99%

The role of Pre-service teacher’s preparation programs in improving the teaching performance of early career mathematics teachers

Tabieh

Alsmadi²,

Abu-Loum³

et al. 2022

WJET

View full text Add to dashboard Cite

This study aimed to investigate the necessary teaching competencies for early career mathematics teachers and identify the degree to which these competencies are represented in pre-service teachers' preparation programs. The study also aimed to identify the most effective teaching strategies that should be included in preparation programs. The study was applied to (142) early career mathematics teachers in Jordanian public schools with no more than three years of experience. The study relied on a mixed methodology based on quantitative and qualitative approaches. A questionnaire and semi-structured interviews were used to collect the data. The study concluded that teaching competencies fall within four areas: namely, knowledge competencies, implementation competencies, assessment competencies, and personal competencies. The pre-service preparation programs succeeded in preparing mathematics teachers well by acquiring these competencies and providing them with personal skills that provide them with effective and continuous communication with their students. Mathematics teachers find that the most effective teaching strategies are those that focus on students' interests and that the infrastructure and capacity of the classrooms have a major role in limiting the ability of mathematics teachers to apply what they have learned in the preparation programs. Mathematics teachers recommend that graduates who enter the teaching profession should pay attention to continuous improvement by enrolling in courses that enable them to keep pace with cognitive, professional, and technical developments in mathematics. Keywords: pre-service preparation programs, early career mathematics teachers, teaching competencies, teaching performance.

show abstract

“…Nevertheless, critical inputs could reinforce the significance and purpose of this study. Balancing the teacher education program in terms of changing its admission policy and curricular programs is not new and is much sought after as times call for it just like the case of Abu Naba'h, Al-Omari, Ihmeideh, and Al-Wa'ily (2009). Since teacher education program is generally mainstreamed as a viable career for female widening further the gender gap or inclusivity issue (Watt & Richardson, 2007), more male intakes than the usual should be welcomed.…”

Section: Implications For Reform and Policy Improvementmentioning

confidence: 99%

Teacher training candidates’ profile and preferences: Implications for recruitment programs, admission policy and curricular management

Cacho¹,

Villamor²

2018

IJRSM

View full text Add to dashboard Cite

The paper describes the first senior high school cohort and university admission teacher training candidates in terms of their profile and program preferences which are significant to the recruitment programs, admission policy, and curricular management of a small teacher education campus in the Southern Luzon part of the Philippines. The study used survey questionnaire administered to the examinees (N=864) of the December 2017 university admission test. Predominantly, teacher training candidates are 18-year-old female students from public school senior high school (SHS) academic track with Roman Catholic faith, academic award distinctions, and propensities to writing, arts, music and sports event(s) coming from the campus town site or nearby municipalities. Generally inclined to pursue primary academic subjects as their majors, they prefer secondary teaching education programs than elementary. Nevertheless, there appears to be stronger bend to English, Mathematics, and Social Studies as primary choices for their specializations insofar as the January 2018 admission passing result is concerned. Unfortunately, only one in every 10 teacher training candidates successfully reached the admission test passing (cutoff) scores which is highly regulated by a university system for the 2018-2019 intakes. Program, policy and management implications are then critically discussed.

show abstract

Teacher Education Programs in Jordan: A Reform Plan

Cited by 8 publications

References 8 publications

Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

The role of Pre-service teacher’s preparation programs in improving the teaching performance of early career mathematics teachers

Teacher training candidates’ profile and preferences: Implications for recruitment programs, admission policy and curricular management

Contact Info

Product

Resources

About