الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 93
(37) Chaaban, Y., Sellami, A., Sawalhi, R., & ElKhouly, M. (2021). Exploring perceptions of
pracademics in an Arab context. Journal of Professional Capital and Community, 7(1), 83-97.
https://doi.org/10.1108/JPCC-11-2020-0091
Purpose This study explored the perceptions of Arab professionals toward pracademia and the ways
they position themselves as professionals in this field. Design/methodology/approach Narrative
data were elicited through semi-structured interviews with a total of eighteen pracademics
identified for their work in teacher education. Participants included ten professional development
(PD) specialists, three university supervisors and five specialists working at the Ministry of
Education in Qatar. Findings Narrative analysis of the interviews revealed variations in their
identity renegotiations, with one group experiencing an emerging pracademic identity and the other
group “holding on” to their previous practitioner identities. The narratives further provided insight
into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills
and (3) relationships with others, all of which pertain to pracademic identity construction.
Originality/value The study contributes to understanding the identity renegotiation of pracademics
working in multiple contexts in an Arab setting. Several recommendations are offered to support
pracademics' identity renegotiation as a social activity.
(38) Al-Abd, M. & Chaaban, Y., Du, X., & Wang, L. (2021). Exploring quality teacher education
programs in Lebanon, Qatar, and China. Research in Post-Compulsory Education, 26(4), 461-478.
https://doi.org/10.1080/13596748.2021.1980663
The present quantitative study explored pre-service teachers’ perspectives regarding the quality of
their Teacher Education Programme (TEP) in Lebanon, Qatar, and China. The sample consisted of
326 pre-service school teachers who completed a survey designed to examine their perception of
the following indicators of TEP quality: (1) a shared vision of good teaching, (2) coherence, or
alignment among TEP courses, and (3) opportunities for pre-service teachers to enact their own
teaching practice. An exploratory factor analysis indicated the underlying factors were instead
theory and vicarious experiences, reflections on authentic experiences, and programme coherence.
Overall, pre-service teachers in all countries rated their TEP highest on programme coherence,
while reflections on authentic experiences received the lowest ratings. Pre-service teachers in
Lebanon and Qatar rated their TEPs significantly higher than did participants in China (p< .01),
which could be attributed to differences in TEP structure. Practical implications and
recommendations were discussed.
(39) Chaaban, Y., Qadhi, S., & Du, X. (2021). Student teachers’ perceptions of factors
influencing learner agency working in teams in a STEAM-based Course. Eurasia Journal of
Mathematics, Science and Technology Education, 17(1), 1-15.
https://doi.org/10.29333/ejmste/10978
The study adopted a sequential mixed-methods approach to investigate student teachers’ learner
agency in a teamwork setting at Qatar University. In the qualitative phase, a total of 10 student
teachers enrolled in a course adopting a STEAM pedagogical approach participated in in-depth
interviews. Qualitative analysis identified seven sources for practicing learner agency in teams.
Using this data, the Learner Agency in Teamwork Settings survey was constructed. The survey was
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