الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 85
. ﺣﺼﮫ آل ﺛﺎﻧﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(14) Chaaban, Y., & Sawalhi, R. (2023). The influence of an SQD-based practicum experience
on student teachers’ TPACK-practical development: Opportunities and challenges. In Higher
Education in Emergencies: Best Practices and Benchmarking. Emerald Publishing Limited, Leeds,
pp. 83-101. https://doi.org/10.1108/S2055-364120230000053006
As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries
around the world, witnessed a succession of disruptions to the way it operated. The disruption
continued throughout much of 2020, and the need to adapt to arising changes and concerns
permeated all aspects of teacher education, particularly the practicum experience. The chapter
presents our attempt to investigate the influence of an adapted practicum experience which was
based on the synthesis of qualitative evidence (SQD) model on the development of six student
teachers’ technology knowledge and skills. Using a qualitative case study research design, we
collected data from multiple data sources, including pre–post-interviews and weekly reflection
logs. Quantitative data collected from a pre–post-administration of the SQD survey and TPACK
(Technological Pedagogical and Content Knowledge)-practical survey were used to triangulate the
qualitative data. Findings from the thematic analysis and descriptive statistical analysis revealed
evidence for participants’ increased TPACK-practical knowledge and skills, specifically in the
domains of practical teaching and curriculum design. However, an emerging theme revealed that
participants considered technology before pedagogy during instructional design. Findings also
revealed two challenges to participants’ further development, namely working within a restricted
learning environment and experiencing limited mentoring opportunities. We illustrated several
implications for the design of the practicum experience and the required institutional support within
the context of continued disruption to education and thereafter.
(15) Floyd, A., Qadhi, S., Al-Thani, H., Chaaban, Y., & Du, X. (2023). An integrated systems
model for understanding experiences of academic leadership development in Qatar. Journal of
Higher Education Policy and Management. https://doi.org/10.1080/1360080X.2023.2225148
While leadership development is acknowledged as essential for institutional growth in the higher
education sector, it remains poorly understood and under researched both empirically and
theoretically. Although knowledge in this area is growing in western contexts, there is little
published data from the Arabic speaking world. This article addresses this gap by reporting on a
Qatar National Research Fund (QNRF) funded research project which aimed to explore academic
middle leaders’ experiences of leadership and leadership development in Qatar. Drawing on semi
structured interviews with 17 academic middle leaders, an integrated systems model for
understanding leadership development in Qatar is proposed, based on three inter-related systems:
intrapersonal, relational, and institutional. This model has clear implications for future leadership
development policy and practice, which it is argued needs to acknowledge the nuanced and
complex leadership behaviours and interactions that are required to run academic departments
successfully.
85
ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
