Pre-service Teachers' Perception of their Educational Preparation

Abstract

The present study aims at investigating pre-service teachers’ perception of their educational preparation in three post-graduate diploma programs at Qatar University College of Education. A questionnaire consisting of six study domains was used. The study domains are planning and preparation for instruction, classroom environment, professional responsibility, teaching skills, time allotted for learning different subjects, and time allotted for learning certain skills. Pre-service teachers' demographic characteristics such as gender, age and study majors were investigated in relation to the six main domains. Moreover, the study examined the extent to which the six study domains predict pre-service teachers' preparation. A total of 53 participants completed the questionnaire in a voluntary base. Findings of the study suggested that pre-service teachers have positive views about their educational preparation. The majority of the study participants responded they have been well prepared. There were statistically significant differences found between the study domains and pre-service teachers' age, gender and study majors.