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

Abstract

The present quantitative study explored pre-service teachers' perspectives regarding the quality of their Teacher Education Program (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 program coherence. Overall, pre-service teachers in all countries rated their TEP highest on program 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.

Cconstruction of Teaching Management Teams in Secondary Schools in the New Era

“…The so-called physical and mental training is the ability of education and teaching managers at the secondary level to effectively address the various stresses they face and to be able to devote themselves to teaching and learning. The main significance of this competency is to transfer and relieve internal work stress and prevent them from becoming physically and mentally exhausted while teaching and managing students [5][6].…”

“…Secondly, we will develop "multilateral cooperation" with other secondary schools in an effort to "learn from each other's strengths". Multilateral cooperation with a number of schools is undoubtedly the ideal way to share resources, enrich the training of teams, disseminate successful lessons among school teachers, provide teachers with advanced teaching ideas and open up new pathways for the professional development of secondary school teachers [11][12], as shown in Table 1.…”