Engaging Teachers in Lifelong Learning in Oman for Knowledge Growth and Development: Government Roles and Higher Institutions

Amzat, Ismail Hussein; Al-Mahruqi, Salim Hamed; Teslikhan, Muhajir; Omairi, Turkiya Al

doi:10.1007/978-981-10-4151-8_9

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…To align with this new orientation, teachers are expected to shift from a long-standing “didactic approach” to a more differentiated set of teaching and learning techniques (Al Shabibi and Silvennoinen, 2018) and place greater emphasis on students’ acquisition of critical thinking and self-learning skills (Ministry of Education and New Zealand Association for Research in Education, 2017). A parallel shift in the roles and practices of instructional supervisors has been proposed, with the aim of assisting teachers in updating their classroom performance (Al-Kiyumi and Hammad, 2019; Amzat et al, 2017; Ministry of Education, 2006).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

Al-Mahdy¹,

Hallinger²,

Emam³

et al. 2021

Educational Management Administration & Leadership

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Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teachers in 78 Omani middle schools with the aim of understanding if and how their principals’ learning-centered leadership influences teacher agency, teacher trust and teacher professional learning. Factor analysis, structural equation modelling, and bootstrapping were used to explore both partial and full mediation models of these relationships. Results validated a partial mediation model in which learning-centered leadership had moderate direct and indirect effects on teacher professional learning. The validated model also highlights the important role that principals can play in creating a climate of trust where teachers believe that investing their time and effort in professional learning will be beneficial for themselves and their schools. The results from Oman are compared with findings from other Asian societies and implications discussed.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

Al-Mahdy¹,

Hallinger²,

Emam³

et al. 2021

Educational Management Administration & Leadership

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“…In such societies, the culture of economic success and continuous innovation can only be actualized by providing employees to devote themselves and each other to learning through their working lives [23].Laal [15], who states that lifelong learning has the benefits of being able to cope with a rapidly changing world, having more salaries by offering more business opportunities, and enrichment of life, reports that lifelong learning is a strategy creating opportunity for making people to learn throughout their life. In this respect, it is seen that having superiority in every job depends on being a lifelong learner individual [24]. However, as pointed out by Akbaba [25], that the learner individual finds the learning activities meaningful and valuable and learning motivation which enables individual to benefit from them, are of great importance.…”

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confidence: 99%

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

Ilgaz

Eskici

2018

Sustainability

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The purpose of this research is to determine the level of teacher candidates' lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, "Key Competences for Lifelong Learning Scale" and "Basic Motivation Resources Scale" were used as tools for measurement. As a result of the analyses, it was determined that the basic motivation resources of teacher candidates in all of the dimensions of the scale and lifelong learning competence of teacher candidates except from "communicative competence at a foreign language/s" sub-dimension of the scale are above average. In terms of gender variables, significant difference was found in the "communicative competence at a foreign language/s" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of male teacher candidates and, on the other hand, significant differences were found in the "the competence of learning to learn" and "the competence of cultural awareness and expression" sub-dimension of "Key Competences for Lifelong Learning Scale" in favor of female teacher candidates. The lifelong learning concept [15], which is used to describe the activities that people perform throughout their lives in order to develop their knowledge, skills, and competencies in a given area due to personal, social, or employment-related reasons, is seen as a process starting in the beginning of the pre-school and continuing throughout the compulsory education and teaching periods [16]. From this point of view, lifelong learning, which is seen as a continuous process [17], can be described as a set of learning activities aimed at improving the knowledge, skills, and competence of an individual [18]. Indeed, as pointed out by Kulich [19], the lifelong learning which can also be defined as giving education to the individuals throughout their lives, precisely means that education exists within all phases of the life cycle, in other words, throughout one's whole life [15].The content of the concept of lifelong learning leads to the actualization of learning as a sustainable process, since learning never stops for humans, according to lifelong learning. The development of new ideas is indicated by Dash and Mohan [20]. Catching this development makes continuous learning to be essential, namely it obliges the individual to learn throughout life. Ryan and Deci [21] report that the individual should maintain lifelong learning with inner motivation, not pressure or award for sustainable lifelong learning. It is also stated by Hargreaves and Fink [6] that education has an important place for the renewal of human beings and that the most important difference distinguishing the living beings from non-living beings is the self-sust...

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“…Similarly, another study identified a lack in opportunities, the weight of institutional tasks, societal misconceptions, technological limitations, and bureaucratic restraints as being among factors that limited faculty members' engagement in lifelong learning experiences (Haseski & Odabaşı, 2016). A further study investigated teachers' (Amzat, Al-Mahruqi, Teslikhan & Al-Omari, 2017).…”

mentioning

confidence: 99%

Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

Deveci¹

2018

Sınırsız Eğitim Ve Araştırma Dergisi

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Job advertisements are normally the first contact between recruiters and job seekers. Descriptions of the job and individual specifications are key to job seekers' decision whether or not to apply. With the abundance of English language job listings, English language teachers seem to be quite fortunate in opportunities for landing a job. However, anecdotal evidence suggests that educational qualifications per se are no longer sufficient; teachers now need other attributes in order to attract recruiters' attention. One such is an aptitude for lifelong learning which is based on complementarity of skills. Therefore, the identification of commonly sought lifelong learning skills (alongside educational qualifications) in job advertisements can give insight into areas language teachers and teacher training programs need to prioritize. Aiming to affect this, this research investigated 135 job listings on various job websites advertising for international positions. Results showed that a bachelor's degree, even if in English Language Teaching (ELT), is insufficient for international hiring and that postgraduate certification has become the norm. Results also revealed certain themes related to lifelong learning skills including both those that are student-oriented (i.e. facilitation of learning, building confidence, assessment and evaluation of learning, critical thinking, and preparation of students for life), and those that are teacher-centric (i.e. professional development and engagement in research, technology, interpersonal communication, course development, time management, and ethics). Results are discussed, and recommendations are provided to help develop (pre-service) teachers' lifelong learning skills.Özet: İş arayan bireyler ile iş verenler arasındaki ilk iletişim genellikle iş ilanları aracılığıyla gerçekleştirilir. İlanda yer alan iş tanımı ve adaylarda aranan özellikler bireylerin işe başvurup başvurmama konusundaki kararlarında etkilidir. İngiliz dili öğretimine ilişkin bir çok iş ilanı olduğu görülmektedir. Bu durum İngilizce öğretmenlerinin iş bulma konusunda şanslı olduklarını gösterebilir. Ancak alanda bir diploma sahibi olmanın yeterli bir özellik olmadığı açıktır. İş ilanı veren kurumların dikkatini çekebilmek için öğretmenlerin başka özelliklere de gereksinimi vardır. Bunlardan önemli bir tanesi yaşam boyu öğrenmeye ilişkin tutum ve becerileridir. İş ilanlarındaki yaşam boyu öğrenme becerileri incelenirse, öğretmenlerin ve öğretmen eğitimi veren kurumların ne tür bilgi ve becerilere öncelik vermeleri gerektiği belirlenebilir. Bundan yola çıkarak yürütülen bu çalışmada, internet üzerinde yayınlanmış 135 iş ilanı incelenmiştir. Sonuçlar, İngiliz Dili Eğitimi alanında olsa bile, bir lisans diplomasının uluslar arası bir iş için yeterli olmadığını, lisans sonrası edilinen diğer belge ve diplomalara da gereksinim olduğunu göstermiştir. Ayrıca yaşam boyu öğrenmeye ilişkin olarak iki temel beceri alanı olduğu belirlenmiştir. Bunlardan ilki öğrenci merkezli becerilerdir. Bunlar arasında öğrenmeyi kolaylaştı...

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Engaging Teachers in Lifelong Learning in Oman for Knowledge Growth and Development: Government Roles and Higher Institutions

Cited by 3 publications

References 13 publications

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

Lifelong Learning Skills in Job Advertisements: The Case of English Language Teaching

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