University of Bahrain
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The Compliance of Islamic Pre-service Teachers with the Objectives of the Education College Program

Show simple item record Elraiss, Yasir A. Alsharidah, Majed A. 2019-09-22T11:40:19Z 2019-09-22T11:40:19Z 2019-06-01
dc.description.abstract This research examines the performance of pre-service teachers in the Department of Islamic Studies, College of Education, Prince Sattam bin Abdulaziz University, during their on-site training courses. The research analyses and evaluates the methods and strategies followed by the pre-service teachers in terms of compliance with the objectives of the College’s programs. Moreover, this research aims at identifying the relationship between the GPA of Pre-service teachers and their level of performance. The research adopts an analytical approach through analyzing and evaluating methods and strategies of teachers/students. The research is based on observing 47 students, who are carefully studied. The analysis is consolidated by interviewing seven random students of the same observed group. As a result, the research has reached some conclusions. There is a poor impact of teaching when the teacher adopts traditional methods of lecturing and introductory skills, such as adopting the blackboard, colored markers, and traditional lecturing. The research has also found that pre-service teachers/students successfully diversify the use of the assessment and consolidation skills. In addition, the research has explored a number of obstacles that hinder Pre-service teachers from adopting teaching skills, such as the skeptical attitude of some teachers towards adopting competencies and skills as well as the poor level of students/teachers in terms of training and knowledge acquisition. en_US
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International *
dc.rights.uri *
dc.subject Training en_US
dc.subject pre-service teachers en_US
dc.subject education performance en_US
dc.title The Compliance of Islamic Pre-service Teachers with the Objectives of the Education College Program en_US
dc.volume Volume 20 en_US
dc.issue Issue 2 en_US
dc.contributor.authorcountry Saudi Arabia en_US
dc.contributor.authoraffiliation College of Education Prince Sattam Bin Abdulaziz University en_US
dc.source.title Journal of Educational & Psychological Sciences en_US

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