The Impact of a Teacher Preparation Programs on Professional Teaching Competencies – Female Novice Teachers’ Perspectives

Qadhi, Saba; Hendawi, Manal; Mohammad, Elham Ghazi; Ghazi, Intisar; Al-Dosari, Nasser; Du, Xiangyun

doi:10.26803/ijlter.19.1.7

Cited by 16 publications

(14 citation statements)

References 41 publications

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“…On the other hand, the contact and relationship with the university tutors and with the guiding teachers of the respective schools was not what was required in the circumstances of the pandemic, since when the teachers in training needed support, guidance or even just being listened to and given feedback, the conditions were not in place for that. The foregoing is contradictory to Chaliès et al (2008) Nash, (2010, Remy (2015), Medina and Bohórquez (2020) and Qadhi et al (2020), by highlighting the relevance of the task of the tutors and guides of educational establishments when developing the mentoring work, in the understanding that students in practicum, and new teachers especially, require systematic support during their insertion in the school system.…”

Section: Discussionmentioning

confidence: 97%

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

Almonacid-Fierro

Carvalho²,

Retamal³

et al. 2021

IJLTER

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The Covid-19 pandemic has put enormous pressure on the educational system in all its teaching and learning activities, and in the specific case of the practical training of teachers. This study seeks to investigate through qualitative research with a comprehensive interpretive approach, the training of the practicum of Physical Education teachers in Chile, considering the knowledge and experiences, in the context of virtual classrooms during the Covid-19 pandemic. Semi-structured interviews and focus groups were used to collect the data; and were analyzed with the content analysis technique. As result, it can be observed that the students manifest diverse experiences in their practicum process, with difficulties inherent to the remote work condition, such as difficulty in communication with students and school teachers, problems in didactic and evaluation processes, and adaptation to context. It is necessary to discuss the access of students and teachers to technologies, as well as the training of physical education teachers in areas of didactic and assessment in contexts where face-to-face is difficult.

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Section: Discussionmentioning

confidence: 97%

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

Almonacid-Fierro

Carvalho²,

Retamal³

et al. 2021

IJLTER

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“…Therefore, the most useful aspect of skill development of professional teachers lies in the dimensions of the application of its implementation in the classroom. This can enhance skills and abilities (Gore et al, 2017;Brundiers & Wiek, 2017;Qadhi et al, 2020;, including the capacity for lifelong teaching, beyond the strict academic sphere (Lopes & Cunha, 2017;Kenny, Hobbs & Whannell, 2020;Wu et al, 2018;Tambak, 2021). Research findings show that madrasah teachers who are certified between 5-10 years are more accurate in their development of professional madrasa teachers than teachers who have more than 10 years of length certification.…”

Section: E Discussionmentioning

confidence: 92%

Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers

Tambak

Mahfud

Latipah

et al. 2021

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Developing professional madrasah teachers are increasingly popular in the teaching classrooms. But regarding developing professional madrasah teacher accuracy in teaching, mixed results are reported without clear reasons for this. This article addresses the impact of gender and length of certification on developing professional madrasah teacher accuracy in teaching classrooms. To develop the accuracy of the developing professional madrasah teacher, madrasah teacher length of certification and gender are used as a reference. A research project, which deals with the developing professional teacher in madrasah teachers using questionnaires, was carried out in two types of Madrasah Aliyah (public and private madrasah) at seventy-five madrasahs. Data from 325 madrasah teachers were collected and involved in this research. This analysis is differentiated based on the level, gender, and level of the length of certification of madrasah teachers in the developing professional teacher competencies being assessed. The results show that the accuracy of the developing professional teacher is low and is related to the gender of the madrasah teacher, that men perceive themselves to be higher in the developing professional teacher than women, and that even length of certification analysis with developing professional competence and implementation in the classroom. Madrasah teacher length certification more than 10 years are higher than teachers who certified between 5-10 years and more accurate than teachers who certified less than 5 years with the ability to developing professional madrasah teacher that is low. It is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the developing professional madrasah teacher.

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“…Teaching competencies cover the skill to plan, process, and evaluate mobile-based learning. Teachers' high responsibilities to overcome learning difficulties that students experience affect the improvement of teachers' creativity in designing interesting mobile-based learning (Qadhi, Hendawi, Mohammad, Ghazi, Al-Dosari, & Du, 2020).…”

Section: Discussionmentioning

confidence: 99%

The use of mobile applications in language teaching: Transition from tradition to easy, fun and daily life

Akla¹,

Saputro²,

Efendi

et al. 2020

Journal for the Education of Gifted Young Scientists

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The learning difficulties experienced by students during COVID-19 are from boredom, lack of enthusiasm in learning, and unstable emotions, which are stimulated by the uninteresting and boring learning design. This research aims to analyze three things: the use of mobile learning in overcoming students’ difficulties in Arabic language learning, students’ attitudes in Arabic language learning, the use of mobile learning technology in transforming students’ Arabic language skills. This research used the approach of mixed-method research that is focused on collecting and analyzing data that are done in a series of studies. The respondents of this research were the eighty students from Metro Lampung High School and East Lampung High School, respectively. The research instruments were questions in Quizizz application, the questionnaire used Google Form application, and the interview was conducted through a video call. The data were analyzed using qualitative and quantitative data analysis techniques. This study resulted in findings that COVID-19 has stimulated teachers in improving the creativity in designing learning based on interesting mobile learning. The positive attitude of the students increases significantly after using mobile learning. The result of the t-test was p<.05, which means that the use of mobile learning can transform students’ Arabic language skills. This study concluded that interesting mobile learning technology has overcome various students’ learning difficulties. This study recommends the use of mobile learning in Arabic language learning.

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The Impact of a Teacher Preparation Programs on Professional Teaching Competencies – Female Novice Teachers’ Perspectives

Cited by 16 publications

References 41 publications

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

The Practicum in Times of Covid-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality

Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers

The use of mobile applications in language teaching: Transition from tradition to easy, fun and daily life

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