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المؤلفEl-Abd, Maria
المؤلفChaaban, Youmen
المؤلفDu, Xiangyun
المؤلفWang, Li
تاريخ الإتاحة2023-02-19T05:47:14Z
تاريخ النشر2021-01-01
اسم المنشورResearch in Post-Compulsory Education
المعرّفhttp://dx.doi.org/10.1080/13596748.2021.1980663
الاقتباسMaria El-Abd, Youmen Chaaban, Xiangyun Du & Li Wang (2021) Exploring quality teacher education programmes in Lebanon, Qatar, and China, Research in Post-Compulsory Education, 26:4, 461-478, DOI: 10.1080/13596748.2021.1980663
الرقم المعياري الدولي للكتاب13596748
معرّف المصادر الموحدhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85120173000&origin=inward
معرّف المصادر الموحدhttp://hdl.handle.net/10576/40115
الملخصThe present quantitative study explored pre-service teachers’ perspectives regarding the quality of their Teacher Education Programme (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 programme coherence. Overall, pre-service teachers in all countries rated their TEP highest on programme 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.
اللغةen
الناشرTaylor and Francis Group
الموضوعcomparative
pre-service teachers
programme coherence
Teacher education
العنوانExploring quality teacher education programmes in Lebanon, Qatar, and China
النوعArticle
الصفحات461-478
رقم العدد4
رقم المجلد26
ESSN1747-5112
dc.accessType Abstract Only


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