From teacher preparation to classroom practice: perceptions of novice Emirati teachers

Simple item page
aut.relation.endpage88
aut.relation.issue2
aut.relation.pages13
aut.relation.startpage75
aut.relation.volume2
aut.researcherStringer, Patricia
dc.contributor.authorDickson, M
dc.contributor.authorTennant, L
dc.contributor.authorKennetz, K
dc.contributor.authorRiddlebarger, J
dc.contributor.authorStringer, P
dc.date.accessioned2014-05-28T23:59:04Z
dc.date.accessioned2014-05-28T23:59:41Z
dc.date.accessioned2014-05-29T00:00:08Z
dc.date.accessioned2014-05-29T00:00:47Z
dc.date.accessioned2014-05-29T00:02:29Z
dc.date.accessioned2014-05-29T00:02:51Z
dc.date.accessioned2014-05-29T00:03:58Z
dc.date.accessioned2014-05-29T00:04:10Z
dc.date.available2014-05-28T23:59:04Z
dc.date.available2014-05-28T23:59:41Z
dc.date.available2014-05-29T00:00:08Z
dc.date.available2014-05-29T00:00:47Z
dc.date.available2014-05-29T00:02:29Z
dc.date.available2014-05-29T00:02:51Z
dc.date.available2014-05-29T00:03:58Z
dc.date.available2014-05-29T00:04:10Z
dc.date.copyright2013-06-30
dc.date.issued2013-06-30
dc.description.abstractThe teacher-training college where this research took place prepares Emirati primary school teachers to teach the subjects of English, Mathematics and Science through the medium of English. The college courses taught have been aligned to the ‘New School Model’ developed by the Abu Dhabi Educational Council (ADEC) as part of the overall education reform. The current group of graduates is unique in that most English Medium Teachers in the past have been recruited from overse as to teach these subjects. They were also the first graduates to have been specifically trained to teach these subjects in English throughout their entire course of study. Therefore, it is critically important to review the effectiveness of their college preparation. This study explores their journey in their first year as novice teachers, looking at the ways in which they found their teacher preparation useful and relevant, and the ways in which they felt it was lacking. Findings from survey and interview data identify the areas where the novice teachers suggest how preparation can be improved, and give suggestions for ways in which the gap between theory in college and practice in school can be narrowed to become more effective.
dc.identifier.citationInternational Review of Contemporary Learning Research: An International Journal, vol.2(2), pp.75 - 88 (13)
dc.identifier.urihttps://hdl.handle.net/10292/7255
dc.languageEnglish
dc.publisherNatural Sciences Publishing
dc.relation.replaceshttp://hdl.handle.net/10292/7248
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dc.relation.urihttp://www.naturalspublishing.com/ContIss.asp?IssID=223
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).
dc.rights.accessrightsOpenAccess
dc.subjectNovice teachers
dc.subjectUnited Arab Emirates
dc.subjectTeacher preparation
dc.subjectCollege
dc.subjectClassroom practice
dc.titleFrom teacher preparation to classroom practice: perceptions of novice Emirati teachers
dc.typeJournal Article
pubs.elements-id167057
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Culture and Society
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