000			03817nam a2200277Ia 4500
005			20191209135107.0
008			180910s9999 xx 000 0 und d
040			_aLB-BrCRDP
100	1		_aDiab, Razan Hassan _gMaster Education
245	1	3	_aAn investigation of pre-service teachers’ knowledge-base skills for teaching at the National University
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2013
300			_a73 pages
500			_aالنوع : Mémoire
520	3		_aThe present study aimed to examine the structure and components of the teacher preparation program (TPP) at the College of Education of the Lebanese University. In addition, the study assessed the efficacy of the TPP under study by surveying the views of the graduating students in their senior year about the extent to which the program had equipped them with the various types of knowledge that constitute the base for effective teaching. These types of knowledge included Content-Knowledge (CK) – Literacy, CK- Math, CK – Science, CK – Social Studies, Pedagogical Content Knowledge (PCK) , Pedagogical Knowledge (PK), Practical Knowledge (PR-K), Technological Content Knowledge (TCK), Technological Knowledge (TK) , Technological and Pedagogical Content Knowledge (TPACK), and Technological Pedagogical Knowledge (TPK). The methodology of the study employed content analysis of available documentary evidence, decrees, and course syllabi in order to describe the structure and curricular components of the program. Furthermore, a survey was administered to participants of the study and included a total of 50 likert-type items that assessed the participants’ perceptions of the degree to which the different types of knowledge have been achieved. Descriptive statistics (means and standard deviations) were computed for each item in the survey, following which composite scores were computed for each type of knowledge by adding the sub-scores on every item of the corresponding sub-scales. Internal consistency (α-reliability) was computed for the items in the sub-scales and a mean rank order of responses was established in order to determine what types of knowledge are best achieved by the program. Results indicated that the program offers specializations in kindergarten, cycle I, and cycle II of basic education with concentration areas in foreign languages (French and English), Arabic/social studies, as well as science and mathematics. The curriculum is organized into a total of 120 credit-hours to be completed over a period of four years (eight semesters) and span core, specialized content, specialized pedagogical, and practicum courses. Yet, there is more emphasis on the transmission of the knowledge of teaching than content and general education, which reflects an academic/technological orientation. In addition, the results indicated that the participants think that the content knowledge of literacy and pedagogical knowledge are better achieved than the other types of knowledge and the least achieved type of knowledge is the content knowledge of social studies. Finally, response patterns to each item in the sub-scales of the instrument are presented and discussed with focus on their pedagogical implications and suggestions for further research.
650		4	_aconnaissance pédagogique de la matière
650		4	_aLebanese University
650		4	_aPedagogical Content Knowledge (PCK)
650		4	_aPréparation des enseignants
650		4	_aTeachers preparation
650		4	_aUniversité Libanaise
650		4	_aاعداد المعلمين
650		4	_aالجامعة اللبنانية
650		4	_aالمحتوى التربوي المعرفي
856			_zShamaa - _uhttp://search.shamaa.org/FullRecord?ID=102301
942			_cLAESDATA _2ddc
999			_c19908 _d19908