Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China. Issue 3 (2nd July 2020)

• Record Type: Journal Article
• Authors: Du, Xiangyun; Chaaban, Youmen; Sabah, Saed; Al-Thani, Alanood Mubarak; Wang, Li
• Is Part Of: Asia Pacific journal of education. Volume 40:Issue 3(2020)
• Page Start: 283
• Page End: 298
• Publication Date: 2020-07-02
• Subjects: student teacher -- active learning engagement -- comparative study -- Qatar -- Lebanon -- China; Education -- Pacific Area -- Periodicals; Education -- Asia -- Periodicals; Education and state -- Pacific Area -- Periodicals; Education and state -- Asia -- Periodicals; Education -- Social aspects -- Pacific Area -- Periodicals; Education -- Social aspects -- Asia -- Periodicals; 370.95952
• DOI: 10.1080/02188791.2020.1717436
• Languages: English
• ISSNs: 0218-8791

Abstract

ABSTRACT: This study investigated student teachers' preferred active learning strategies, and those which they actually received during their teacher preparation programmes. An explanatory mixed methods research design was adopted, including a survey completed by 308 participants and group interviews involving 38 participants. Data were gathered from student teachers completing their university education in three countries: Qatar, Lebanon, and China. Results indicated the prevalence of and a preference for a passive mode of instruction among student teachers as a convenient approach that would guarantee good grades from assessment procedures favouring memorization. Further, several inconsistencies between the quantitative and qualitative data revealed challenges in reconciling the theory-practice gap, changing perceptions towards alternative teacher roles, and realigning assessment procedures with innovative teaching methods.