الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 28
significance testing and I2 to indicate the level of heterogeneity in interpretable form. Results: In
an initial literature search, a total of 1282 articles were found on the trainer competencies in
HEI.Fifty-three studies with measurable skills were finally included for meta-analyses. A total of
23 outcome measures were included in the current review. Many studies reported that the
communication skills that developed Teacher competency were 14.63% (95% CI 8.92%-22.10%)
followed by interdisciplinary/ collaboration work, which created teacher competency 16.86% (95%
CI 10.08% - 24.96%). Conclusion: A teaching competency framework that can be used as a starting
point for teacher assessment in higher education has been developed and validated. In
contemporary society, the career of an academic trainer is special in both place and role. In addition,
there is an association among learning materials, teachers, and students in the educational process,
so it is essential to train teachers for the career, which should concentrate on equipping them with
relevant skills and competencies.
(31) Qadhi, S., Hendawi, M., Mohammad, E. G., Ghazi, I., Al-Dosari, N., & Du, X. (2020). The
impact of a teacher preparation programs on professional teaching competencies–Female novice
teachers’ perspectives. https://doi.org/10.26803/ijlter.19.1.7
This study explored early career teachers’ perspectives on their competencies in professional
teaching in Qatar. Using a mixed-method research design, this study drew on empirical data from
ninety-five survey respondents and ten individual interviews with teachers who were in their first
four years of working in Qatari governmental schools. The findings of this study indicate that
professional teaching competencies are strongly related to professional training through a teacher
preparation program. This study identified a few of the specific challenges that novice teachers
encounter and revealed a significant need to address these challenges to maintain their
competencies. The study contributes to the literature by investigating novice teachers’ perspectives
on their teaching competencies as supported by their teacher preparation program. More efforts to
bridge the gaps between programs and schools are needed to prepare teachers in their early careers
better.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
