الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 23
(15) Qadhi, S., & Alkubaisi, H. (2022). Teachers’ education in Qatar: Devolution and
decentralization. In Handbook of research on teacher education: Pedagogical innovations and
practices in the middle East (pp. 13-28). Singapore: Springer Nature Singapore.
https://doi.org/10.1007/978-981-19-2400-22
This chapter opens with a contextual background focusing on the educational system and then the
globalization and educational policy-driven reform that took place in Qatar to improve schools.
This is approached in three interconnected phases: before, during, and post-reform. Qatar focused
on education as the key to human capital development and as an important driver for its global
presence. Given that teaching profession development has real importance for human development,
the emphasis will be on providing a critical analysis of the national efforts that have been considered
at the top level and that were inspired by developments within the global teaching profession. A
holistic picture about the pre-service preparations and in-service on-going teacher professional
development will be provided, aiming to offer worthy insights into the topic. As such, the chapter
seeks to demonstrate that, while there has been an increased interest in the needs and experiences
of schoolteachers in terms of continuing professional development, research in the Middle East and
North Africa (MENA) region in this subject area remains limited.
(16) Al Qadhi, S., Al-Thani, H. H., Hasan, M. A., Romanowski, M. H., Du, X., & Al-Emadi, A.
(2022). Online teaching strategies of language skills during pandemic: A case of self-efficacy of
teaching faculty in Qatar universities. Eurasian Journal of Applied Linguistics, 8(1), 176-190.
COVID-19 caused teaching to shifted online which emanated challenges for both teachers and
students. To overcome such challenges, self-efficacy plays a vital role. The major objective of this
study was to investigate the self-efficacy of teaching staff during the time of COVID-19. The
population was a total of over 1100 the university instructors, out of which a sample of 212
(Female= 62, Male= 150) participants was administered. The research data was collected through
Likert scale after given a training of using various online teaching strategies with language skills
for three days. The factors including in this scale were students’ engagement, classroom
management, and instructional strategies with 22 statements. Descriptive and Infrential statistics
were assessed by using AMOS software. The findings of this research revealed that the respondents
showed a high level of self-efficacy towards teaching during pandemic; and that online teaching
was challenging for both pre-service teachers and experienced teachers. Further, there was a
significant difference found among the demographic variables of the study regarding students’
engagement, classroom management and instructional strategies with language skills. Further, the
qualitative results revealed no significant difference about the demographic characteristics of the
respondents regarding self-efficacy through online teaching. There was a significant difference
found in mean score where female score was greater than male score. This research is expected to
make a great contribution for the development of the self-efficacy of the teaching faculty for the
successful completion of teaching-learning process through online teaching.
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