Handbook of Research on Teacher Education : Pedagogical Innovations and Practices in the Middle East

This comprehensive book presents emergent findings and promising results in teacher education, curriculum, assessment, teaching and learning approaches, pedagogical innovations and practices, and professional development in educating the next generation of students. The volume reflects the current trends and highlights teacher education programs in all 14 MENA countries in one place. The chapters in this handbook discuss the challenges and the ways to improve teacher education by the educators in the Middle East region, including Bahrain, Egypt, Iran, Iraq, Jordan, Kuwait, Lebanon, Oman, Palestine, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates, and Yemen. It also provides an extensive and rich reference for future comparisons across the countries. The book contains chapters written by experienced international teacher educators who draw on their experience and expertise to perennial issues and formidable challenges in teacher preparation and meaningful school reforms. This volume is a valuable resource and essential companion for teacher educators, faculty members, staff developers, trainee teachers, undergraduate and postgraduate students, researchers, school leaders, policy-makers, and professional learning communities to refresh their knowledge and improve their understanding. This book is a must-read for anyone interested in evolving issues in teacher education in the Middle East region. Contents Editor and Contributors Part I The Middle East Perspectives on Teacher Education 1 Teacher Education and Innovative Pedagogies for the Future Introduction The Middle East Perspectives on Teacher Education Innovations in Teacher Education Subject-Specific Teacher Education Redesigning Teacher Education—Challenges and Potentials Teacher Professional Development Conclusion 2 Teachers’ Education in Qatar: Devolution and Decentralization Teachers’ Education Human Capital and Education Phase I (Prereform): Education System of Qatar Phase II (During Reform) Current Scenarios The Education Scenario in Other Gulf Countries Devolution and Decentralization Globalization and Educational System Key Global Drivers of Education Policy Access to Education Among Gender Groups Educational Policy-Driven Reforms in Qatar for Improving Schools Teachers’ Professional Development Phase III (Post-reform) Technology Needs and Experiences of School Teachers References 3 Teacher Retention in a Dynamic Cultural Setting: A Collective Case Study of Expatriate Teachers in the United Arab Emirates Introduction Literature Review The United Arab Emirates as the Context for Studying American Expatriate Teachers Self-initiated Expatriation for Teachers Cultural Intelligence and SIEs: Implications for American Educational Institutions Self-efficacy for SIEs Statement of Problem Research Questions Purpose of Study Significance of Study Theoretical Framework Methodology Results Participant Descriptions Participant Responses Categorized Individual Factors Non-work Factors Organizational Factors Job Factors Individual Factors Non-work Factors Organizational Factors Job Factors Discussion/Implications Limitations/Suggestions for Future Research Conclusion References 4 Teacher Education in Jordan: Retrospect and Prospects Introduction Teacher Education in Jordan in a Global Picture The Current Educational Stages in Jordan The General Education Sector (Schools) University Education Sector (Colleges and Universities) Research in Teacher Education in Jordan Special Projects for Teacher Education in Jordan Challenges and Difficulties of the Teacher Education in Jordan References 5 Teacher Education During Turbulent Times in Yemen Introduction A Glimpse of Teacher Education in Yemen Two Generations of Teachers Major Challenges Areas of Turbulence Armed Conflict COVID-19 Pandemic Learner-Related Turbulence Education Change Prospects for Teacher Education Enhancing Informal Education Encourage Private Education Optimizing Pedagogical Changes Conclusion Appendix References 6 Teacher Education in Oman: Retrospectives and Prospects History of Teacher Education in Oman Phase 1: The Humble Beginning of TE Phase II: Developing TE at the Higher Education Level Phase III: Restructuring and Privatization of TE Phase VI: Quest for Accreditation and Quality TE Context and Design of Teacher Education Programs Middle and Secondary Education Programs Primary Education Programs Quality Assurance of Teacher Education Programs in Oman Quality of Program Design Quality of Intakes Program Review Professional Examination An Induction In-Service Program Challenges and Areas of Improvement High Demands for Teachers Absence of National Standards Quality and Quantity of Field Training Involvement of Stakeholders Attractiveness of the Teaching Profession Conclusions and Future Aspirations for Teacher Education in Oman References 7 Educational Journey of Teachers in the Context of Kuwaiti Public Schools Kuwaiti Context of Education Prospective Teachers’ training in Kuwait In-service Teacher Education Teaching Standards and Regulations Challenges for Teacher Education Teacher Education During the COVID-19 Pandemic Framework to Improve Teacher Education in Kuwait According to Twenty-First-Century Teaching Skills References 8 Teacher Education in Turkey from Past to Present History of Teacher Education in Turkey Moving up to University Level in Teacher Education Curriculum in Teacher Training Process Assessment and Evaluation Methods in the Teacher Training Process Teaching and Learning Approaches in Teacher Education of Turkey Pedagogical Innovations and Practices Professional Development in Educating the Next Generation Professional Development in Turkey References Part II Innovations in Teacher Education 9 Innovative Practices Implemented by Preservice Teachers During Their Field Experience: Lesson Learnt from Face-to-Face and Online Field Placement Field Experience: Description and Benefits to Students’ Learning Structure of Field Experience in the UAE Field Experience Challenges: Face-to-Face and Online Preservice Teacher Innovative Practices During the Online Teaching Conclusion References 10 Teacher Education Programs in Lebanon: Innovations in the Past Decade (2011–2021) Introduction The Terrain of Teacher Education in Lebanon Universities that Adopted the “Bachelor’s–Master’s–Doctorate (LMD)” Model College of Education of the Lebanese University College of Education of Saint Joseph University Examples of Universities that Adopted the B.A. Model Examples of Universities that Offer the Teaching Diploma Review of the Literature on Teacher Education in Lebanon Degree Requirements and Content of Teacher Education Programs Teaching and Assessment Practices in Teacher Education Programs Practicum/Fieldwork Experience in Teacher Education Programs Recent Innovations in Teacher Education Disruptions Faced in Teacher Education Due to the COVID-19 Pandemic Conclusions References 11 Recent Innovations and Approaches to Teacher Training in Palestine Introduction Literature Review Research Purpose Research Objective Research Significance Strategy for Innovation Training Teacher Teacher Education Improvement Project (TEIP) Model School Network (MSN) Develop Vocational Teacher Context Analysis Results Conclusion Recommendation References 12 Equipping Student Teachers with Remote Teaching Competencies Through an Online Practicum: A Case Study Introduction Practicum in Teacher Preparation Program Practicum in the Time of COVID-19 The Need for Preparing Teachers for Online Teaching Methodology Study Processes Participants Data Collection Tools Data Analysis Final Findings Participants’ Opinions on the Development of Remote Teaching Competencies Through the Online Practicum Teaching in Online Classes Developing Digital Learning Resources Facilitating Learning in an Online Teaching Environment Assessing Learning in an Online Environment Communication in an Online Environment Participants’ Opinions on Equipping Student Teachers with Remote Teaching Competencies Exceptional Circumstances The Ministry of Education’s Plan Pros and Cons Discussion and Conclusion How Should a Teacher Preparation Program Be? Limitations and Future Research Directions References 13 The Current Curriculum, Instructional, and Assessment Reforms in Egypt: The Experience and Lessons Learned EDU 2.0 Context and Urgency for Change Overhauling Curriculum Integrating Skills in EDU 2.0 Curriculum Evidence of Embedding Skills in EDU 2.0 Learning and Instruction in EDU 2.0 EDU 2.0 Learning Environment Assessment in EDU 2.0 Teachers’ Roles Learners’ Roles EDU 2.0 Instructional Materials EDU 2.0 Professional Development References 14 Constructing Teacher Education for Inclusion in Bahrain Introduction Common Controversies in Teacher Education for Inclusion Inclusive Teacher Education in Bahrain Transforming Teacher Education for Inclusion in Bahrain Inclusive Pedagogy Co-Teaching Differentiated Instruction Conclusion References 15 Teacher Education in Kuwait: Exploring the Impact of Pedagogical Content Knowledge on Novice Teachers’ Perceptions of Their Ability to Teach Introduction Current Context of Education in Kuwait Education Preparation Providers in Kuwait The Empirical Investigation Method Results Exploratory Factor Analysis Reliability Analysis Confirmatory Factor Analysis Discussion Limitations, Implications, and Future Directions References Part III Subject-Specific Teacher Education 16 Teaching Practices and Mathematics Teacher Education in Lebanon Introduction Mathematics Teachers’ Preparation Public University Private Universities Nature of Teacher Education in Lebanon Teacher Education in Lebanon Teaching and Professional Skills Pedagogy Curriculum Conclusion References 17 EFL University Students’ Perceptions of Offline Flipped Classroom in Yemen Introduction Theoretical Background Literature Review Methodology Study Design Population and Sampling Data Collection Data Analysis Results and Discussion EFL Students’ Perceptions Toward the Use of Flipped Classroom EFL Students’ Perceptions Toward the Benefit of Flipped Classroom on Writing Skills EFL Students’ Perceptions Toward the Individual Differences EFL Students’ Perceptions Toward the Accessibility of the Video Lessons EFL Students’ Perceptions Toward the Active Learning EFL Students’ Perceptions Toward the Videos Accelerate Learning Continuity Implementation to Other Courses Challenges Conclusion and Implications References 18 Understanding Different Modes of Teaching the Genetic Material (DNA) Topic for Middle-School Students Introduction Methodology Results and Discussion Implications for Teacher Training in the School Suggestions for the Improvement of Teacher Education Implications in the Study Conclusion References 19 The Educational System and Curricular Context for EFL in the State of Kuwait Introduction Demographic and Historical Background of Kuwait Educational System and Curricular Context for EFL in Kuwait Problems of English Writing in the State of Kuwait Conclusion Recommendations for Writing Teachers and Course Designers Suggestions for Further Research References 20 Dynamics of Language Teachers’ Online Interactions as a Site for Building Collegial Identity Introduction Literature Review Online Professional Development Collegial Identity The Present Study Method Participants and Context The Professional Development Course Data Collection Data Analysis Findings Interaction Patterns Among the Teachers Sample Interactions Collegial Identity Discussion and Conclusions References Part IV Redesigning Teacher Education—Challenges and Potentials 21 Teacher Training in Iraq—Approaches, Challenges, and Potentials in Building an Inclusive Education System Introduction The Political and Educational Situation in Iraq Inclusive Education: What It Means Inclusive Education in Iraq: Goals and Potentials Inclusive Education in Iraq: Barriers and Challenges Teacher Education for Inclusion Teacher Education for Inclusion in Iraq The Project “Improving Inclusive Teacher Education in Iraq” Process-Oriented Program Evaluation Method Findings on Level 1: The Relevance of Workshop Content Relevant Factors Considered to Improve Teacher Training for Inclusion in Iraq Findings on Level 2: Proceeding on Implementing Inclusive Education in Teacher Training Discussion Conclusion References 22 Achieving the Promise of a First-Rate Education: The UAE’s Attempt at Transforming Education Through the Lens of the Leadership for Learning Theoretical Framework Introduction The Goal The UAE in Context Aims and Methods The Importance of Education to the UAE Governance in the UAE’s Education Sector Introduction to the for Leadership for Learning Framework Why Did We Choose This Framework? The Leadership for Learning, Action Area #1 ... Establishing A Focus on Learning Defined. Examples of Supporting Practice The Leadership for Learning, Action Area #2 ... External Environments that Matter for Learning Defined. Examples of Supporting Practice The Leadership for Learning, Action Area # 3 ... Acting Strategically and Sharing Leadership Defined. Examples of Supporting Practice The Leadership for Learning, Action Area #4 ... Creating Coherence Defined. Examples of Supporting Practice The Leadership for Learning, Action Area #5 ... Professional Communities that Value Learning Defined. Examples of Supporting Practice Conclusion and Recommendations References 23 Reconceptualizing Teacher Education in Qatar: A Complex Dynamic Systems Approach Introduction Conceptualizing Teacher Education Outcomes: A Linear Perspective Complex Dynamic Systems in Initial Teacher Education Teacher Education Studies in Qatar from a Complexity Perspective Self-organization: Interactions Within and Among Systems Disequilibrium: A Welcomed State of Creative Tension Feedback Loops: Supporting or Suppressing Learning Opportunities Reconceptualizing Teacher Education in the Wake of Extensive Revisions Conclusion References 24 Challenges Facing Teacher Education in Yemen: Toward Better Quality Introduction Yemen: Contextual Background and Teacher Education Overview of Challenges Facing Pre-service Teacher Education: An International Perspective Challenges Facing Pre-service Teacher Education in Yemen Defining the Concept of “In-Service Teacher Education” Overview of Challenges Facing In-Service Teacher Education: An International Perspective Challenges Facing In-Service Teacher Education in Yemen Toward Better Teacher Education Quality References 25 A Call for Action: Building the Teacher Pipeline in Syria Introduction Pre-service Training In-service Training Impact of Past Learning Experiences Teaching Methods Gaining Experience Through Teaching Observations Support from Colleagues Textbooks and Teaching Resources Autonomy Professional Development Ethics of Care Reflective Practices Other Contextual Factors Conclusion References 26 Not Another Singapore: Processes and Principles for Revising Pre-service Teaching Education in Bahrain Introduction The Singapore Solution Policy Borrowing—A Critique A New Approach: Policy Appropriation Led by Bahrain Benchmarking of Change Partners Not Predators Conclusion References 27 A Study on Teacher Education in Turkey Introduction History of Teacher Education in Turkey Teacher Education in Today’s Turkey General Competencies of the Teaching Profession in Turkey Current Problems of Teacher Education in Turkey Conclusion: A Recommendable Teacher Education Model for Turkey References Part V Teacher Professional Development 28 In-service Teacher Empowerment in Palestine: Teacher Training or Professional Development Programmes? Introduction Contextual Background History of Education in Palestine The Education School System in Palestine Teacher Education Programmes Types of Teacher Education Programmes Providers of In-service Teacher Education Programmes in Palestine Evolution of In-service Teacher Education Programmes in the Public School Sector in Palestine for the Years 1994–2019 The Current Situation of In-service Teacher Education at the Public Schools in Palestine The Plan The Methodological Model The Approach The Outcome Pedagogy, Content, and Knowledge (PCK) Funding In-service Teacher Education Programmes: Teacher Training or Professional Development Programmes? In-service Teacher Training Programmes In-service Professional Development Programmes The Distinction The Distinction of Teacher Education Programmes in Palestine—Where Is the Fine Line? Implications and Recommendations About In-service Teacher Education Programmes in Palestine A Controversial Issue: Are Teacher Education Programmes Even Necessary? Conclusion References 29 Teacher as a Reflective Practitioner: Nurturing Teacher’s Character Humanistic Nature of Teaching The Art of Teaching Reflective Teaching and Perception Teacher as a Reflective Practitioner Furthering Teacher Agency Through Reflection and Experiential Learning Top-Down Educational Approach The Role of School Climate on Teachers’ Perceptions The Role of Empowerment on Teachers’ Reflections The Role of Voice on Teachers’ Reflective Practice Teachers’ Perceptions of Their Own Identity (Selfhood) and Agency The Saudi National Curriculum The Centrality of Teachers in Policy Formation A Partnership Curriculum Conclusion References 30 Teacher Preparation Programs in Iraq Introduction The Concept of Teacher Preparation Program Objectives of Teacher Preparation Programs Aspects of Preparation in Teacher Preparation Programs Methods of Preparing Teacher Programs in Iraq The Integrated System Program for Teacher Preparation The Sequential System Program for Teacher Preparation Competency-Based Teacher Preparation Program The Teacher Preparation Program in Light of the Systems Method Teacher Preparation Program in Iraq A Historical Overview of Teacher Preparation Programs in Iraq Colleges of Basic Education The System of Preparing Teachers in the Faculties of Basic Education Contemporary Global Changes and Their Impact on Teacher Preparation Programs References 31 Representation of Teacher Knowledge Base in Teacher Education Programs in Iran Introduction Language Teacher Education in Iran Language Teachers’ Knowledge Base The Present Study Method Findings Discussion and Implications for Teacher Education Conclusion and Directions for Further Research References 32 The Need for National Professional Development to Support Sustainability Among Teachers in Kuwait CPD in the Education System of Kuwait Review of Current Provision and Recommendations for Reform Preservice Education of Teachers in Kuwait Who Trains Teachers? Teacher Induction in Kuwait In-Service Teachers and CPD Method Findings Purpose of CPD in Kuwait Types of CPD Number of PD Hours Identifying PD Needs Endorsed Providers of CPD Monitoring and Evaluation—Teachers Interactive Database/One-Stop Portal Discussion and Conclusion Recommendations References Index