A Habermasian Analysis of Qatar's National Teacher Professional Standards

Romanowski, Michael H.

doi:10.5296/ije.v6i1.4816

Cited by 4 publications

(4 citation statements)

References 22 publications

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“…In education, it has previously been used as part of a conceptual framework for examining the scholarship of teaching (Kreber and Cranton, 2000) and action research (Carr and Kemmis, 1986; Newton and Burgess, 2008; Tinning, 1992). More recently, KCI has been used to analyse the new national teacher profession standards in Qatar (Romanowski, 2014).…”

Section: Methodological Frameworkmentioning

confidence: 99%

In search of a critical PETE programme

Philpot

2017

European Physical Education Review

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For some time now many teacher educators have recognised the need to address issues of social justice and inequality. The challenge of teaching increasingly diverse student populations has led teacher educators to consider practices and pedagogies that move beyond a technical orientation. One of the alternate paradigms, critical teacher education, promotes a model of teacher development that transcends a sole focus on the acquisition of mere technical skills, to practices that foreground awareness of equity issues and socially just teaching practices. Although critical teacher education is not new, most research on teacher education for social justice examines the impact of individual courses on developing pre-service teachers’ awareness of critical issues. The paper presents an analysis of a physical education teacher education (PETE) programme that is underpinned by critically oriented philosophies. Critical discourse analysis of documents was used to reveal consistencies and contradictions between the espoused critical orientation of the programme and the discourse of the individual courses. The findings provide evidence of critical pedagogies across a range of courses in the PETE programme. The significance of this study lies in new possibilities for critical teacher education when the critical orientation is spread across a whole programme rather than concentrated only in individual courses.

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Section: Methodological Frameworkmentioning

confidence: 99%

In search of a critical PETE programme

Philpot

2017

European Physical Education Review

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“…Further, educators should be provided with opportunities to engage in critical reflection about the standards and their use in order to negotiate the contradictions and dilemmas of accountability measures in light of their own experiences, beliefs, educational philosophies and classroom practices (Romanowski, 2014a and2014b). Sachs (2003) supports this notion of discussing and debating the form, content and effects of standards on the profession, and recommends that these standards become internally regulated by educators themselves, rather than externally controlled by governments.…”

Section: Creating a System For Reliable Educator Licensurementioning

confidence: 99%

An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools

Abu-Tineh¹,

Sadiq²,

Al-Mutawah³

et al. 2017

JETS

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The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants' beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachers' and school leaders' voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems.

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“…The emphasis on standards has become central to policy discussions about education. Teacher selection, promotion, reward, and development have all been debated in terms of standards (Romanowski, 2014).…”

Section: The Teacher Standards Experiments In Jordanmentioning

confidence: 99%

Teachers Application of the National Professional Standards in Three Northern Jordanian Provincial Schools

Alshurfat

2016

IJE

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The main purpose of this study was to explore and analyze primary school teachers' perceptions at three Northern provinces about the application of national professional standards for teachers. A questionnaire, which was based on the National Professional Standards for Jordanian Teachers, was developed by a national and international team of experts in (2006) as an integral part of the Jordanian educational reform program. The questionnaire included seven scales containing (56) items. Participants were asked to respond to each item statement using a five-point Likert scale. The study surveyed (632) teachers at three Northern provinces. Both descriptive and inferential statistical procedures were employed to analyze the data from the questionnaire survey. The main findings indicate that, in general, teachers are moderately satisfied with their professional standards.

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A Habermasian Analysis of Qatar's National Teacher Professional Standards

Cited by 4 publications

References 22 publications

In search of a critical PETE programme

In search of a critical PETE programme

An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools

Teachers Application of the National Professional Standards in Three Northern Jordanian Provincial Schools

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