Teacher Training and Education in the GCC

Naved Bakali; Nadeem A. Memon

doi:10.5771/9781793636744

Summary

Schools of Education are emerging academic units in higher educational institutions in Gulf Cooperation Council (GCC) nations. Most of these teacher training programs are in their infancy stages. Modern day educational discourse across teacher training programs globally, including the Middle East and in the GCC, have predominantly focused on student-centered approaches to teaching and learning. This approach to teacher training is infused with critical scholarship and marks a shift away from positivist approaches to educational scholarship. Integrating critical scholarship in GCC teacher training programs brings about a number of challenges, as this approach to education is a departure from traditional cultural and social norms for schooling in the region. This multidisciplinary volume highlights some of the challenges and complexities that inevitably arise from this paradox. Professors, researchers, and specialists working in the GCC have contributed to this volume with the intent of empowering educators with authentic and contextualized research and insights to advance collective understanding of the complexities and challenges of teacher education and training in the GCC. Ultimately, this work will serve as a practical tool and resource that can be employed by schools of education to provide authentic insights, strategies, and research to further develop teacher training in the GCC and globally.

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Bibliographic data

Copyright year: 2021
ISBN-Print: 978-1-7936-3673-7
ISBN-Online: 978-1-7936-3674-4
Publisher: Lexington, Lanham
Language: English
Pages: 216
Product type: Edited Book

1. Contents No access
2. List of Tables No access
3. Acknowledgments No access
4. 1. Teacher Education in the GCC No access
  2. Global Trends in Educational Discourse No access
  3. The Complexities and Challenges Surrounding Current Educational Trends in the GCC No access
  4. Organization of This Book No access
  5. References No access
1. 1. Introduction No access
  2. Contextualizing the UAE Islamic Educational Landscape No access
  3. Theoretical Framing of Islamic Education No access
  4. Methodology No access
  5. Exploring the Lived Realities and Complexities of Islamic Education in the UAE No access
  6. Future Directions of Islamic Education in the UAE No access
  7. Conclusion No access
  8. References No access
2. 1. Introduction No access
  2. The Educational Landscape of Qatar and the Emergence of International Schools No access
  3. Islamic Studies Teachers between Two Pedagogies No access
  4. Teacher Identity No access
  5. Teacher Identity and Taught Subjects No access
  6. Theoretical Framework No access
  7. Research Methodology No access
  8. Findings No access
  9. Conclusion No access
  10. References No access
3. 1. Introduction No access
  2. Linguistic Characteristics of Arabic No access
  3. Arabic Teaching and Learning No access
  4. The New UAE Standards-Based Approach for Arabic No access
  5. Teacher Education and Professional Development in the UAE No access
  6. UAE Arabic Teachers’ Perspectives of Their Training No access
  7. Observations of UAE Arabic Primary Classrooms No access
  8. New Directions for Arabic Teacher Education No access
  9. Recommendations for Policy Makers No access
  10. Conclusion No access
  11. References No access
1. 1. Introduction No access
  2. Inclusive Education in Oman: A Synergy of Policy and Practice No access
  3. Teacher Agency and IE: The Search for a Definite Match No access
  4. Methodology No access
  5. Participants No access
  6. Instruments No access
  7. Data Analysis and Results No access
  8. Discussion No access
  9. Conclusion and Future Research No access
  10. References No access
2. 1. Overview of the Special Needs Educational System in the UAE No access
  2. Inclusion of SEN Students in UAE Regular Schools No access
  3. Challenges of Teaching: Preservice and In-Service Training of Teachers in Abu Dhabi No access
  4. Rationale for the Study No access
  5. Methodology No access
  6. Interviews with Teacher Participants No access
  7. Discussion with Students No access
  8. Recommendations for Improvement No access
  9. Conclusion No access
  10. References No access
3. 1. Introduction No access
  2. Before the Pandemic: Key Challenges for Education in the GCC No access
  3. The Covid-19 Crisis in Bahrain Education No access
  4. Covid-19 and Education across the GCC No access
  5. The Triple Helix of Teacher Quality: School Leadership, Teacher Recruitment, and Teacher Preparation No access
  6. Case Study: The Triple Helix during the Pandemic in Bahrain No access
  7. Conclusion No access
  8. References No access
4. 1. Introduction No access
  2. Understanding Teacher Dispositions No access
  3. Understanding Intangible Qualities No access
  4. Nurturing the Intangibles No access
  5. Conclusion No access
  6. References No access
1. 1. Introduction No access
  2. Critical Consciousness No access
  3. Cultural Dialogue No access
  4. Transformative Learning No access
  5. Conclusion No access
  6. References No access
2. 1. Introduction No access
  2. Defining Technical and Vocational Education and Training No access
  3. Technical and Vocational Education in the GCC: Sample Country Frameworks No access
  4. Implications of Human Capital Theory in GCC TVET Systems No access
  5. Critical Pedagogy and Vocational Education No access
  6. Teaching for Critical Consciousness and Agency No access
  7. Critical Autoethnography as a Form of Conscientization No access
  8. Conclusion No access
  9. References No access
3. 1. Introduction No access
  2. Culturally Relevant Pedagogy in the UAE No access
  3. Teaching and Learning in the UAE No access
  4. Language and Communication Challenges No access
  5. Cultural Clashes No access
  6. Globalization No access
  7. Teaching Methodologies and Pedagogies No access
  8. A University Case Study in the United Arab Emirates No access
  9. Analysis No access
  10. Findings No access
  11. Faculty Participant Recommendations No access
  12. Discussion No access
  13. Advancing Asset-Based Pedagogical Approaches and Practices through Cross-Cultural Adjustments No access
  14. Advancing Asset-Based Pedagogical Approaches and Practices through Pedagogical Adaptations No access
  15. Conclusion and Recommendations: Onward and Upward No access
  16. References No access
4. 1. Introduction—Cohesive Society and Preserved Identity No access
  2. Conceptualizing Culturally Responsive Pedagogy No access
  3. Conceptualization of Culturally Responsive Pedagogy No access
  4. Educator Roundtables in the UAE: Methodology No access
  5. Educator Perspectives: Understandings, Opportunities, and Challenges No access
  6. Conclusion No access
  7. References No access
Index No access Pages 197 - 208
1. ABOUT THE EDITORS No access
2. ABOUT THE CONTRIBUTORS No access