Al-Tobi, Abdullah Saif Mohammed (2002) Educating prospective science teachers in Oman : evaluating initial training programmes. PhD thesis, University of Warwick.

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Abstract

This study has investigated the effectiveness of an initial teacher training programme
provided by the Omani Colleges of Education in preparing science teachers. To understand
the phenomena of this research, to give a picture as clear as possible of the topic under
study and to determine the information that needs to be collected, a framework was
established.
A combination of qualitative and quantitative tools (questionnaires, interviews and
document examination) was used to meet the aims of this study. The questionnaires and
interviews were designed and tailored to relate specifically to the teachers' competencies
that are required by the Omani Reformed General Education (the Basic Education: Stage
Two). In addition, the importance and effectiveness of the programme's components were
also investigated.
The questionnaires were conducted with all the student science teachers in the final
academic year, 2000/2001, and all the teacher educators in the departments of educational
studies in all the six Omani Colleges of Education. Sub-samples of student teachers and
teacher educators were interviewed. In addition, some newly qualified teachers were also
interviewed.
To carry out a careful analysis, a framework of data analysis was developed. The results
are divided into three main sections. The first section addresses student teachers'
competencies. The second section reports the participants' evaluation of the importance
and effectiveness of the pedagogical courses. The third section covers the respondents'
evaluation of the importance and the effectiveness of practicum aspects. In addition, results
that emerged from the two last open-ended questions in the questionnaires and interviews
and the effects of some variables on student teachers' competencies are presented.
This study has indicated that while student science teachers demonstrated their ability in
some competencies, they were deficient in the majority. In general, the results have
indicated that approximately 86.96% of the competencies were rated to be average whereas
only 10.87% of these competencies were viewed to be above average (i.e. competent). In
addition, the majority of responses indicated that student teachers could use some
experiential learning methods and some different assessment tools to a limited extent but
not effectively. Furthermore, student science teachers are not fully prepared to use a
problem-solving approach and ICT in teaching science.
This research has produced interesting and useful data about the student teachers'
competencies and the curriculum of the colleges and the manner in which it was
implemented. It has not only shown a serious gap between the actual needs of science
teachers (importance) and their preparation (effectiveness) by the colleges but identified
also the areas of weakness. Some factors affecting the acquisition of the student teachers'
competencies are addressed.
Recommendations have been made for the Ministry of Higher Education for the
development of the existing science teacher education programmes, and for the Ministry of
Education (in-service teacher training). Issues for further research are also addressed

Item Type:	Thesis or Dissertation (PhD)
Subjects:	L Education > LB Theory and practice of education
Library of Congress Subject Headings (LCSH):	Science teachers -- Training of -- Oman
Official Date:	June 2002
Dates:	Date Event June 2002 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Barker, Susan, Dr. ; Elliot, Paul
Sponsors:	Oman. Wizārat al-Ma'ārif wa-Shu'un al-Shabāb [Ministry of Education and Youth Affairs]
Extent:	xviii, 325 leaves
Language:	eng
URI:	http://wrap.warwick.ac.uk/id/eprint/3942

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