000			01909nam a2200193Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aOsta, Iman
245	1	0	_aTeaching Methods as Reflected by Course Syllabi of Teacher Prepartion Programs in Some of the Major Universities in Lebanon
260			_aBeirut _bUniversité Libanaise-Faculté de Pédagogie _c2012
300			_a79-102 pages
490	0		_aRecherches Pédagogiques _v22
500			_aالنوع : Article
520	3		_aThe 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	_aPréparation des enseignants
650		4	_aTeachers preparation
650		4	_aاعداد المعلمين
856			_zLAES
942			_cLAESDATA
999			_c20330 _d20330