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AuthorAlkhateeb, Hadeel
AuthorRomanowski, Michael H.
AuthorSellami, Abdellatif
AuthorAbu-Tineh, Abdullah M.
AuthorChaaban, Youmen
Available date2023-02-12T11:01:05Z
Publication Date2022-07-01
Publication NameHeliyon
Identifierhttp://dx.doi.org/10.1016/j.heliyon.2022.e09845
CitationAlkhateeb, Hadeel, Michael H. Romanowski, Abdellatif Sellami, Abdullah M. Abu-Tineh, and Youmen Chaaban. "Challenges facing teacher education in Qatar: Q methodology research." Heliyon 8, no. 7 (2022): e09845.
ISSN24058440
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85133838081&origin=inward
URIhttp://hdl.handle.net/10576/39995
AbstractThis study aims to identify the challenges facing teacher education in Qatar. Through Q methodology, it examines the ways in which schoolteachers, preservice teachers, teacher education faculty, and Ministry of Education and Higher Education personnel identify what they see as significant challenges faced by teacher education in the country. The overall aim is to provide an overview of teacher education in Qatar and the challenges of improving programs and processes. Results show that the participants' perspectives fall on a continuum of diverse views in which minimal consensus exists. Still, four consensus points were found across the emerged perspectives: schoolteachers’ workload, responsibilities and roles of educational stakeholders, the exasperation towards college-based teacher education, and the impact of culture on teacher education. Based on the results of this study, we argue that these consensus points represent the main challenges facing teacher education in Qatar.
Languageen
PublisherElsevier
SubjectQ-methodology
Qatar
Teacher challenges
Teacher education
TitleChallenges facing teacher education in Qatar: Q methodology research
TypeArticle
Issue Number7
Volume Number8
dc.accessType Open Access


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