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Exploring quality teacher education programmes in Lebanon, Qatar, and China

El-Abd, Maria; Chaaban, Youmen; Du, Xiangyun; Wang, Li; (2021) Exploring quality teacher education programmes in Lebanon, Qatar, and China. Research in Post-Compulsory Education , 26 (4) pp. 461-478. 10.1080/13596748.2021.1980663. Green open access

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Abstract

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.

Type: Article
Title: Exploring quality teacher education programmes in Lebanon, Qatar, and China
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13596748.2021.1980663
Publisher version: https://doi.org/10.1080/13596748.2021.1980663
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Teacher education, comparative, pre-service teachers, program coherence
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10151789
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