An evaluation of the initial scientific field teacher education programme in the colleges of education, Oman

Alkindi, Ahmed Ibrahim Ahmed (2006) An evaluation of the initial scientific field teacher education programme in the colleges of education, Oman. PhD thesis, University of Glasgow.

Abstract

The purpose of this study was to evaluate the initial teacher education programme which
is specifically offered by four Omani colleges of education to prepare "scientific field"
female teachers to teach science and mathematics subjects for pupils in Basic Education
schools (Grades 1-4), ages of students from (6-10). This evaluation questions the
adequacy of this programme to prepare qualified teachers to teach these subjects in a
changing school system implementing a reformed Basic Education curriculum and
programme. This system tends to transfer the teaching and learning process from the
traditional learning environment to one that is a constructivist teaching environment. This
study focuses on this programme's defined teaching competencies and to what extent the
participants perceived themselves properly trained with respect to these listed
competencies in their professional practices. The study also spotlights student teachers'
and practicing teachers' attitudes and motivation towards the teaching profession, and
towards aspects of science and mathematics teaching in primary schools. The study tried
to examine the extent of the constructivist approaches by student teachers and practicing
teachers in their science and mathematics lessons. The evaluation framework of the study was designed to conduct the research plan and to
achieve its purposes. Several evaluation models were examined and they were critically
reviewed. The review concluded that there is no one specific model which can be
considered (the most) outstanding in terms of excellence, the selection of the evaluation
model depends on factors such as the aim of the study, the nature of the programme, its
context, and the targeted population, Thus the study constructed of three stages with
findings from conducted evaluation instruments of each stage leading consequently to the
next stage. In the first stage both questionnaires and semi-structured interviews are
implemented. while observations with a checklist followed by follow-up interviews are
conducted to gather information during the second stage. In the third stage, conversational
open interviews are proceeded. Although the group focused upon for the study are the
first stakeholders (the student teachers and practicing teachers), the research was extended
to get information from other participants, educators from different positions, such as
curriculum advisors, college lecturers, inspectors, head teachers and senior teachers.
The findings from this study indicated that in general, participants' considered of the
importance of the some of the listed competencies. Even though there is some consensus
of the importance for these competencies, there are some un-ignorable critics who view
these competencies as being far away from the goals for the preparation of scientific field teachers for the reformed Basic Education schools, most of the listed competencies are
supposed to be the foundations of the programme's components, and thus the colleges of
education's courses are far too general. Findings from the questionnaire show that student
teachers and practicing teachers amplified their self-rating of competence in the listed
competencies because responses from the face-to-face, semi-structured interviews with
them found divergence views. These differing views were supported by interviewed
teacher educators and principals, and their opinions towards the insufficiency of the
graduates of the colleges of education. The study found from the observations of some of
the practicing teachers and student teachers observed while teaching science and
mathematics lessons, and from the follow-up interviews, that there is very little sign of
constructivist teaching approaches used in these lessons.
The study proposes recommendations which can improve and strengthen the preparation
of cycle one scientific field teachers at the pre-service level and to future in-service so
that teachers might better meet the range of work and responsibilities they are facing in
the reformed Basic Education schools. Finally, it recommends areas for further research.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > LB Theory and practice of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Matthew, Prof. Bob
• Date of Award: 2006
• Depositing User: Ms Mary Anne Meyering
• Unique ID: glathesis:2006-4983
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 21 Feb 2014 09:55
• Last Modified: 21 Feb 2014 09:57
• URI: https://theses.gla.ac.uk/id/eprint/4983