Effectiveness of Field Experience Program in the United Arab Emirates (UAE): A Mixed-Methods Study of Stakeholders’ Perceptions in the Light of Vision 2030
Abstract
The quality of field experience training is vital for the pre-service teachers’ professional development. However, limited research works on field experience training programs limits the formation of optimised educational policies in the UAE. Further, proper understanding of the stakeholders’ perceptions is essential for forming suitable educational policies. Therefore, this study employed a mixed-methods model to investigate the perceptions of pre-service teachers and instructors about their field experience training. The pedagogic standards set by Danielson was used as the framework for assessing the perceptions of the participants regarding their pedagogy. Further, ‘Bem’s self-perception theory’ was applied while making detailed assessments on the perceptions of participants. By using a random sampling method, 113 pre-service teachers and 15 instructors were recruited. Descriptive as well as inferential statistics was used for the quantitative assessments whereas thematic analysis was used in the qualitative phase. Quantitative analysis suggested that most of the respondents perceived that they are well-prepared for the professional teaching career. However, some respondents indicated that stakeholders have little role in the decision-making process and there is a lack of opportunity to interact with the parents/community. The qualitative analysis also affirmed the lack of stakeholders’ involvement. Other significant factors include: insufficient co-ordination, conflicts with mentors, inadequate training, and lack of exposure to research. Consequently, this study has made suggestions for rectifying these issues. It is anticipated that findings of present research will add on to the essential knowledgebase for achieving the goals set for education sector, as per UAE’s Vision 2030
https://doi.org/10.26803/ijlter.23.10.16
Keywords
Full Text:
PDFReferences
Ahmad, I. (2013). Effect of community participation in education on quality of education: Evidence from a developing context. Journal of Education and Vocational Research, 4(10), 293–299. https://doi.org/10.22610/jevr.v4i10.133
Alshaikh, K., Maasher, S., Bayazed, A., Saleem, F., Badri, S., & Fakieh, B. (2021). Impact of COVID-19 on the educational process in Saudi Arabia: A technology–organization–environment framework. Sustainability, 13(13), Article 7103. https://doi.org/10.3390/su13137103
Alvarez, M. E., & Anderson-Ketchmark, C. (2011). Danielson’s framework for teaching. Children & Schools, 33(1), 61–63. https://doi.org/10.1093/cs/33.1.61
Bailey, F. H. (2022). Culturally responsive, collaborative and innovative clinical practice for pre-service teachers in the United Arab Emirates. Academy of Strategic Management Journal, 21(S2), 1–7. https://www.abacademies.org/articles/culturally-responsive-collaborative-and-innovative-clinical-practice-for-preservice-teachers-in-the-united-arab-emirates.pdf
Baroudi, S. (2023). Exploring teacher education for sustainable development in the UAE. Sustainability, 15(3), Article 1981. https://doi.org/10.3390/su15031981
Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behavior for their students’ emotions: An experience sampling analysis. Teaching and Teacher Education, 43, 15–26. https://doi.org/10.1016/j.tate.2014.05.002
Bem, D. J. (1972). Self-perception theory. Advances in Experimental Social Psychology, 6, 1?62. https://doi.org/10.1016/s0065-2601(08)60024-6
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage. https://uk.sagepub.com/en-gb/eur/thematic-analysis/book248481
Cirillo, M., LaRochelle, R., Arbaugh, F., & Bieda, K. N. (2020). An innovative early field experience for preservice secondary teachers: Early results from shifting to an online model. Journal of Technology and Teacher Education, 28(2), 353–363.
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson Education Inc.
Creswell, J. W. (2011). Controversies in mixed methods research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (4th ed., pp. 269–284). Sage.
https://www.sagepub.com/sites/default/files/upm-binaries/40426_Chapter15.pdf
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Daniel, J. (2012). Sampling essentials: Practical guidelines for making sampling choices. Sage Publications Inc. https://doi.org/10.4135/9781452272047
Danielson, C. (2013). The framework for teaching: Evaluation instrument. Danielson Group. https://danielsongroup.org/resources/the-framework-for-teaching-evaluation-instrument/
Danielson, C. (2015). Framing discussions about teaching. Educational Leadership, 72(7),
–41.
Day, C. (2023). Policy, teacher education and the quality of teachers and teaching. Routledge.
Dukmak, S., & BanyIssa, H. M. (2020). The impact of pupils’ inappropriate behavior on their academic achievement and on pre-service teachers’ teaching profession at Al Ain University, UAE. Journal of Advanced Research in Dynamic and Control Systems, 12(08), 769–781. https://doi.org/10.5373/JARDCS/V12SP8/20202580
ElSayary, A., Zein, R., & San Antonio, L. (2022). Using interactive technology to develop preservice teachers’ STEAM competencies in early childhood education program. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2079. https://doi.org/10.29333/ejmste/11649
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs: Principles and practices. Health Services Research, 48(6), 2134?2156. https://doi.org/10.1111/1475-6773.12117
Fomba, B. K., Talla, D. F., & Ningaye, P. (2023). Institutional quality and education quality in developing countries: Effects and transmission channels. Journal of the Knowledge Economy, 14, 86–115. https://doi.org/10.1007/s13132-021-00869-9
Hojeij, Z., Atallah, F., Baroudi, S., & Tamim, R. (2021). Challenges for practice teaching in UAE schools: Supervisors’ and pre-service teachers’ perceptions. Issues in Educational Research, 31(2), 513–531. https://www.iier.org.au/iier31/hojeij2.pdf
Jita, T., & Munje, P. N. (2022). Preservice teachers’ mentorship experiences during teaching practice in a South African teacher preparation program. International Journal of Higher Education, 11(1), 140–150. https://doi.org/10.5430/ijhe.v11n1p140
Khalid, A., Dukmak, S., & Dweikat, F.-F. I. (2017). Pre-service teachers’ perception of their educational preparation. International Journal for Research in Education, 41(1), 273?303. https://scholarworks.uaeu.ac.ae/ijre/vol41/iss1/9
Koskei, K. K. (2015). Assessment of stakeholders’ influence on curriculum development process in secondary schools in Kericho County. IOSR Journal of Humanities and Social Science, 20(3), 79–87. https://doi.org/10.9790/0837-20337987
Masoud, N., & Bohra, O. P. (2020). Challenges and opportunities of distance learning during COVID-19 in UAE. Academy of Accounting and Financial Studies Journal, 24(5), 1–12. https://www.abacademies.org/articles/Challenges-and-Opportunities-of-Distance-Learning-During-Covid-19-In-UAE-1528-2635-24-5-593.pdf
Matsumoto, A. (2019). Literature review on education reform in the UAE. International Journal of Educational Reform, 28(1), 4–23. https://doi.org/10.1177/1056787918824188
Mizyed, H. A., & Eccles, C. U. (2023). Understanding Emirati teachers’ challenges in fostering problem-solving skills development in early years: A preliminary study. Social Sciences & Humanities Open, 8(1), Article 100561. https://doi.org/10.1016/j.ssaho.2023.100561
Mohebi, L., & Bailey, F. (2020). Exploring Bem’s self perception theory in educational context. Encyclopaideia: Journal of Phenomenology and Education, 24(58), 1–10. https://doi.org/10.6092/issn.1825-8670/9891
Mohebi, L., & ElSayary, A. (2022). Evaluating preservice teachers’ performance in a blended field experience course during the quarantine of COVID-19. Journal of Educators Online, 19(3). https://doi.org/10.9743/jeo.2022.19.3.11
Mohebi, L., & Meda, L. (2021). Trainee teachers’ perceptions of online teaching during field experience with young children. Early Childhood Education Journal, 49(6), 1189–1198. https://doi.org/10.1007/s10643-021-01235-9
Morris-Mathews, H., Stark, K. R., Jones, N. D., Brownell, M. T., & Bell, C. A. (2021). Danielson’s framework for teaching: Convergence and divergence with conceptions of effectiveness in special education. Journal of Learning Disabilities, 54(1), 66–78. https://doi.org/10.1177/0022219420941804
Musmar, R. D. S. (2018). Bilingual education: Between policy and implementation in the United Arab Emirates. Journal of Education in Black Sea Region, 3(2), 63–80. https://doi.org/10.31578/jebs.2018.3.2.6
Newton, X. A., Darling-Hammond, L., Haertel, E., & Thomas, E. (2010). Value-added modeling of teacher effectiveness: An exploration of stability across models and contexts. Education Policy Analysis Archives, 18, Article 23. https://doi.org/10.14507/epaa.v18n23.2010
OECD. (2020). Teaching in the UAE – 10 lessons from TALIS. https://www.oecd.org/education/talis/Teaching_in_the_UAE-10_Lessons_from_TALIS.pdf
Ridge, N., & Erfurth, M. (2020, July 7). The impact of COVID-19 on education in the UAE. Al Qasimi Foundation. https://doi.org/10.18502/aqf.0143
Sample Size Calculator. (2024.). Sawtoothsoftware.com. https://sawtoothsoftware.com/resources/sample-size-calculator
Saunders, M., Lewis, P., & Thornhill, A. (2007). Research methods for business students (4th ed.). Pearson Education Limited.
Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2022). Likert Scale in social sciences research: Problems and difficulties. FWU Journal of Social Sciences, 16(4), 89–101. https://doi.org/10.51709/19951272/Winter2022/7
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Townsend, T. (2021). Effective teacher evaluation systems to increase the professional growth of teachers [Master’s thesis]. Spark Repository, Bethel University. https://spark.bethel.edu/etd/772
U.AE. (The official portal of the UAE Government) (2024). The UAE’s future roadmap. https://u.ae/en/about-the-uae/uae-in-the-future/uae-future
Warner, R. (2018). Education policy reform in the UAE: Building teacher capacity. Mohammed Bin Rashid School of Government, 2, 1–17.
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493