Exploring quality teacher education programmes in Lebanon, Qatar, and China

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Research in Post-Compulsory Education Pub Date : 2021-10-02 DOI:10.1080/13596748.2021.1980663

M. El-Abd, Youmen Chaaban, Xiangyun Du, Li Wang

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Abstract

ABSTRACT The present quantitative study explored pre-service teachers’ perspectives regarding the quality of their Teacher Education Programme (TEP) in Lebanon, Qatar, and China. The sample consisted of 326 pre-service school teachers who completed a survey designed to examine their perception of the following indicators of TEP quality: (1) a shared vision of good teaching, (2) coherence, or alignment among TEP courses, and (3) opportunities for pre-service teachers to enact their own teaching practice. An exploratory factor analysis indicated the underlying factors were instead theory and vicarious experiences, reflections on authentic experiences, and programme coherence. Overall, pre-service teachers in all countries rated their TEP highest on programme coherence, while reflections on authentic experiences received the lowest ratings. Pre-service teachers in Lebanon and Qatar rated their TEPs significantly higher than did participants in China (p < .01), which could be attributed to differences in TEP structure. Practical implications and recommendations were discussed.

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探索黎巴嫩、卡塔尔和中国的优质教师教育项目

本定量研究探讨了黎巴嫩、卡塔尔和中国职前教师对其教师教育计划(TEP)质量的看法。样本由326名职前学校教师组成，他们完成了一项调查，旨在检查他们对TEP质量的以下指标的看法:(1)对良好教学的共同愿景，(2)TEP课程之间的一致性或一致性，以及(3)职前教师制定自己的教学实践的机会。一项探索性因素分析表明，潜在因素是理论和替代经验、对真实经验的反思和方案一致性。总体而言，所有国家的职前教师对TEP的课程一致性评价最高，而对真实体验的反思评价最低。黎巴嫩和卡塔尔的职前教师对TEP的评分显著高于中国的参与者(p < 0.01)，这可能归因于TEP结构的差异。讨论了实际影响和建议。

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来源期刊

Research in Post-Compulsory Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.30

自引率

14.30%

发文量

期刊介绍： Throughout the world, there is a growing awareness of the significance of vocational and post-compulsory education and training systems. The majority of countries are working hard to develop their provision, recognising the importance of post-compulsory education in providing educated and skilled people in sufficient numbers at appropriate levels to assist economic and social development. Research in Post-Compulsory Education, sponsored by the United Kingdom"s Further Education Research Association (FERA), recognises the need for more international research and analysis and the generation of relevant theory in order to identify policy needs and trends as well as priorities in this growing area.