Teaching Methods as Reflected by Course Syllabi of Teacher Prepartion Programs in Some of the Major Universities in Lebanon (Record no. 20330)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01909nam a2200193Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180910s9999 xx 000 0 und d |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Osta, Iman |
| 245 10 - TITLE STATEMENT | |
| Title | Teaching Methods as Reflected by Course Syllabi of Teacher Prepartion Programs in Some of the Major Universities in Lebanon |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Beirut |
| Name of publisher, distributor, etc. | Université Libanaise-Faculté de Pédagogie |
| Date of publication, distribution, etc. | 2012 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 79-102 pages |
| 490 0# - SERIES STATEMENT | |
| Series statement | Recherches Pédagogiques |
| Volume/sequential designation | 22 |
| 500 ## - GENERAL NOTE | |
| General note | النوع : Article |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | The paper investigates the teaching methods used within the teacher preparation programs (TPPs) in 12 Lebanese universities. The “document analysis” research method is used to analyze the collected documents: seven syllabi of pre-defined types of courses, and a survey for collecting general data from universities, without explicitly asking about the teaching methods they adopt. Simple descriptive statistics are used to map the participating universities based on frequencies, percentages and means of statements mentioning teaching methods or techniques in the analyzed documents. Results showed that, in addition to the macro-level practicum methods, and the lecturing method, a variety of student-centered and active methods are reported to be used, to various extents. Inquiry, discussion, project and research appear to be most valued by the different programs. However, more practical and hands-on methods such as technology, group work, simulation, activities and applications, seem to be less used, or at least less intended in the syllabi. Thus “learning by investigating” is highly adopted, while “learning by doing” seems to be less valued. The paper concludes with some recommendations based on the process and results of the study. |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Préparation des enseignants |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Teachers preparation |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | اعداد المعلمين |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Public note | LAES |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | بيانات الهيئة اللبنانية للعلوم التربوية |
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