الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 79
(9) Alkhateeb, H., Romanowski,M., Sellami, A., Abu-Tineh, A. & Chaaban, Y. (2022).
Challenges facing teacher education in Qatar: Q methodology research. Heliyon, e09845. (Link:
https://www.sciencedirect.com/science/article/pii/S2405844022011331).
This study aims to identify the challenges facing teacher education in Qatar. Through Q
methodology, it examines the ways in which schoolteachers, preservice teachers, teacher education
faculty, and Ministry of Education and Higher Education personnel identify what they see as
significant challenges faced by teacher education in the country. The overall aim is to provide an
overview of teacher education in Qatar and the challenges of improving programs and processes.
Results show that the participants' perspectives fall on a continuum of diverse views in which
minimal consensus exists. Still, four consensus points were found across the emerged perspectives:
schoolteachers’ workload, responsibilities and roles of educational stakeholders, the exasperation
towards college-based teacher education, and the impact of culture on teacher education. Based on
the results of this study, we argue that these consensus points represent the main challenges facing
teacher education in Qatar.
(10) Romanowski, M & Alkhateeb, H. (2022). Problematizing Accreditation for Teacher
Education. Higher Education Policy https://doi.org/10.1057/s41307-022-00264-2
This essay aims to problematize US accreditation of teacher education. Foucault’s notion of
problematization is used as a theoretical framework to explain how accred- itation emerged in the
past as a solution to perceived educational problems and how and why the accreditation process
has evolved into a problem today. The discus- sion centers on four main themes: (1) teachers as
technicians; (2) academic freedom; (3) distrusting teacher educators; and (4) an emphasis on
outcomes. The essay con- cludes with a suggestion that accreditation has failed to ensure teachers’
readiness for the classroom, arguing that the accreditation process is based on accountability and
the promise of performance while being unable to allow for new understandings and possibilities
for teacher education.
(11) Alkhateeb,H. & Romanowskib, M. (2021). Identifying administrators’ and faculty’s
perspectives regarding CAEP accreditation in a College of Education: A Q methodology research.
Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2021.101004
In higher education, accreditation involves an external quality review process that scrutinizes
universities, colleges, and educational programs to ensure that the education provided meets
acceptable quality levels. Often considered the gold standard for institutions, the accreditation
process originated in the US and quickly moved beyond American borders. Specifically, the
Council for the Accreditation of Educator Preparation (CAEP) has moved to provide ‘legitimacy’
to universities in the Gulf Cooperation Council (GCC) region. Using Q methodology, this study
examines faculty and administrators’ perceptions regarding CAEP accreditation of a College of
Education (CED) in the GCC. The results identify an apparent discrepancy among participants’
perceptions regarding the CAEP accreditation’s advantages and disadvantages, procedures and
requirements, and impact on faculty and administrators’ workload and agency.
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