Teacher training and education in the GCC : unpacking the complexities and challenges of internationalizing educational contexts / edited by Naved Bakali and Nadeem A. Memon.

Format:

Book

Contributor:

Bakali, Naved, editor.

Memon, Nadeem A. (Nadeem Ahmed), 1980- editor.

Series:

Expansion and internationalization of higher education in Asia, North Africa, and the Middle East.

Expansion and internationalization of higher education in Asia, North Africa, and the Middle East

Language:

English

Subjects (All):

Teachers--Training of--Research.

Teachers.

Physical Description:

1 online resource (237 pages)

Place of Publication:

Lanham, Maryland : Lexington Books, [2021]

Summary:

This multidisciplinary edited volume examines the complexities and challenges of internationalizing education in the GCC. This book is a practical tool and resource to provide educators and schools of education with authentic insights, strategies, and research to further advance teacher education and training in the GCC and globally.

Contents:

Cover

Half Title

Series Page

Title Page

Copyright Page

Contents

List of Tables

Acknowledgments

Introduction: GCC Teacher Education: Mapping Challenges and Complexities

Teacher Education in the GCC

Global Trends in Educational Discourse

The Complexities and Challenges Surrounding Current Educational Trends in the GCC

Organization of This Book

References

Part I: Cultural Barriers in Teacher Education

Chapter 1: The Challenges and Complexities of Religious Education in the UAE

Introduction

Contextualizing the UAE Islamic Educational Landscape

Theoretical Framing of Islamic Education

Methodology

Exploring the Lived Realities and Complexities of Islamic Education in the UAE

Future Directions of Islamic Education in the UAE

Conclusion

Chapter 2: Developing a Reflexive Teaching Identity in a Cross-Cultural Teaching Context: The Experience of Islamic Studies Teachers in an International School in Qatar

The Educational Landscape of Qatar and the Emergence of International Schools

Islamic Studies Teachers between Two Pedagogies

Teacher Identity

Teacher Identity and Taught Subjects

Theoretical Framework

Research Methodology

Findings

Chapter 3: Shifting Paradigms in Arabic Pedagogy and Policy in the UAE: Opportunities and Challenges for Teacher Education

Linguistic Characteristics of Arabic

Arabic Teaching and Learning

The New UAE Standards-Based Approach for Arabic

Teacher Education and Professional Development in the UAE

UAE Arabic Teachers' Perspectives of Their Training

Observations of UAE Arabic Primary Classrooms

New Directions for Arabic Teacher Education

Recommendations for Policy Makers

References.

Part II: Pedagogical Approaches and Praxis in Teacher Education

Chapter 4: Teachers' Preparedness for Inclusive Education in Oman: Exploring the Role of Teachers' Agency for Inclusive Practices and Professional Skills

Inclusive Education in Oman: A Synergy of Policy and Practice

Teacher Agency and IE: The Search for a Definite Match

Participants

Instruments

Data Analysis and Results

Discussion

Conclusion and Future Research

Chapter 5: Special Education and Teacher Training in Abu Dhabi: Reality and Prospects

Overview of the Special Needs Educational System in the UAE

Inclusion of SEN Students in UAE Regular Schools

Challenges of Teaching: Preservice and In-Service Training of Teachers in Abu Dhabi

Rationale for the Study

Interviews with Teacher Participants

Discussion with Students

Recommendations for Improvement

Chapter 6: The Triple Helix of Teacher Quality after the Pandemic: A Case Study from Bahrain

Before the Pandemic: Key Challenges for Education in the GCC

The Covid-19 Crisis in Bahrain Education

Covid-19 and Education across the GCC

The Triple Helix of Teacher Quality: School Leadership, Teacher Recruitment, and Teacher Preparation

Case Study: The Triple Helix during the Pandemic in Bahrain

Chapter 7: The Intangibles of Teacher Education in the UAE

Understanding Teacher Dispositions

Understanding Intangible Qualities

Nurturing the Intangibles

Part III: Ways Forward in Teacher Education and Development

Chapter 8: Reshaping Teacher Education in the Gulf Region

Critical Consciousness

Cultural Dialogue

Transformative Learning

Chapter 9: Critical Consciousness in TVET Teacher Professional Development: A Framework for Sociopolitical Agency in the Arabian Gulf

Defining Technical and Vocational Education and Training

Technical and Vocational Education in the GCC: Sample Country Frameworks

Implications of Human Capital Theory in GCC TVET Systems

Critical Pedagogy and Vocational Education

Teaching for Critical Consciousness and Agency

Critical Autoethnography as a Form of Conscientization

Chapter 10: Removing Cultural Barriers and Advancing an Asset-Based Pedagogy in Higher Education

Culturally Relevant Pedagogy in the UAE

Teaching and Learning in the UAE

Language and Communication Challenges

Cultural Clashes

Globalization

Teaching Methodologies and Pedagogies

A University Case Study in the United Arab Emirates

Analysis

Faculty Participant Recommendations

Advancing Asset-Based Pedagogical Approaches and Practices through Cross-Cultural Adjustments

Advancing Asset-Based Pedagogical Approaches and Practices through Pedagogical Adaptations

Conclusion and Recommendations: Onward and Upward

Chapter 11: Stimulating High Intellectual Challenge through Culturally Responsive Pedagogy: United Arab Emirates Educator Perspectives

Introduction-Cohesive Society and Preserved Identity

Conceptualizing Culturally Responsive Pedagogy

Conceptualization of Culturally Responsive Pedagogy

Educator Roundtables in the UAE: Methodology

Educator Perspectives: Understandings, Opportunities, and Challenges

Index

About the Editors and Contributors

ABOUT THE EDITORS

ABOUT THE CONTRIBUTORS.

Notes:

Description based on print version record.

ISBN:

1-7936-3674-5

OCLC:

1260166711