Location of Repository

Educating prospective science teachers in Oman : evaluating initial training programmes

By Abdullah Saif Mohammed Al-Tobi


This study has investigated the effectiveness of an initial teacher training programme\ud provided by the Omani Colleges of Education in preparing science teachers. To understand\ud the phenomena of this research, to give a picture as clear as possible of the topic under\ud study and to determine the information that needs to be collected, a framework was\ud established.\ud A combination of qualitative and quantitative tools (questionnaires, interviews and\ud document examination) was used to meet the aims of this study. The questionnaires and\ud interviews were designed and tailored to relate specifically to the teachers' competencies\ud that are required by the Omani Reformed General Education (the Basic Education: Stage\ud Two). In addition, the importance and effectiveness of the programme's components were\ud also investigated.\ud The questionnaires were conducted with all the student science teachers in the final\ud academic year, 2000/2001, and all the teacher educators in the departments of educational\ud studies in all the six Omani Colleges of Education. Sub-samples of student teachers and\ud teacher educators were interviewed. In addition, some newly qualified teachers were also\ud interviewed.\ud To carry out a careful analysis, a framework of data analysis was developed. The results\ud are divided into three main sections. The first section addresses student teachers'\ud competencies. The second section reports the participants' evaluation of the importance\ud and effectiveness of the pedagogical courses. The third section covers the respondents'\ud evaluation of the importance and the effectiveness of practicum aspects. In addition, results\ud that emerged from the two last open-ended questions in the questionnaires and interviews\ud and the effects of some variables on student teachers' competencies are presented.\ud This study has indicated that while student science teachers demonstrated their ability in\ud some competencies, they were deficient in the majority. In general, the results have\ud indicated that approximately 86.96% of the competencies were rated to be average whereas\ud only 10.87% of these competencies were viewed to be above average (i.e. competent). In\ud addition, the majority of responses indicated that student teachers could use some\ud experiential learning methods and some different assessment tools to a limited extent but\ud not effectively. Furthermore, student science teachers are not fully prepared to use a\ud problem-solving approach and ICT in teaching science.\ud This research has produced interesting and useful data about the student teachers'\ud competencies and the curriculum of the colleges and the manner in which it was\ud implemented. It has not only shown a serious gap between the actual needs of science\ud teachers (importance) and their preparation (effectiveness) by the colleges but identified\ud also the areas of weakness. Some factors affecting the acquisition of the student teachers'\ud competencies are addressed.\ud Recommendations have been made for the Ministry of Higher Education for the\ud development of the existing science teacher education programmes, and for the Ministry of\ud Education (in-service teacher training). Issues for further research are also addresse

Topics: LB
OAI identifier: oai:wrap.warwick.ac.uk:3942

Suggested articles



  1. (1990). 90,
  2. (1991). 91,
  3. (1995). 95,
  4. (1999). 98/99.
  5. (1990). A doi
  6. (1997). A Critical Appraisal of Secondary Science Teacher Training Programmes on Malaysia with an Emphasis on Pedagogical Content Knowledge. Unpublished doctoral dissertation. King's College, London: Great Britain.
  7. (1986). A Guide to Student-Centred Leamin ,
  8. (1992). A preliminary view of students' information technology experience across UK initial teacher training institutions, doi
  9. (1991). A Profile of an Effective Teacher: A Microethnography of A Seventh-Grade Social Studies Classroom (Teacher Effectiveness). (Doctoral Dissertation, The University of Alabama,
  10. (1989). A study in contrast: sources of pedagogical content knowledge for secondary English. doi
  11. (1997). A study of progression in learning abut 'the nature of science': issues of conceptualisation and methodology, doi
  12. (1997). A Survey of Science Teacher's Attitudes Towards their Participation in Curriculum Development in Omani Preparatory Schools.
  13. (1932). A Technique for the Measurement of Attitudes. doi
  14. (1999). Active interviewing. In doi
  15. (1999). Active qualitative evaluation, core elements and procedure. doi
  16. (1994). Adapting Instruction to Individual Learner Differences: A Research Paradigm for Computer-Based Instruction. Paper presented at the national convention of the Association for Educational Communications and Technology,
  17. (1998). An empirical evaluation of teacher effectiveness: the emergence of three critical factors. doi
  18. (1999). An evaluation look at the model used in the assessment of teaching quality at the University of Natal, South Africa: reflections, rewards and reconsidrations. doi
  19. (1997). An evaluation study of teacher education programme at Sultan Qaboos UniversitY: graduates' performance and perceptions.
  20. (2000). Becoming a secondary teacher in Germany: a trainee perspective on recent development in initial teacher training in Germany, doi
  21. (2000). Challenges to science teacher education. doi
  22. (1996). Competence frameworks and profiles for newly-qualiĆ½ied teachers.
  23. (1999). Context for teacher education: an Austrian alternative. doi
  24. (1998). Critical program components for preparing teachers to educate diverse learners: a national perspective (teacher preparation, elementary education, inclusive education). (Doctoral Dissertation,
  25. (1996). Demand and supply: Meeting the need for teachers in the 'new' Russian school, doi
  26. (1996). Designing a competency based framework for assessing student teachers: The UEA Approach.
  27. (1998). Designing a Qualitative Study. In
  28. (1995). Developing a vision for teacher education programmes: A valuesbased approach. doi
  29. (1990). Development of evaluation models.
  30. (1990). Differences between graduates of 4-year and 4-year teacher preparation programs. doi
  31. (1987). Discrepancy between preparation and practice in teacher education: An Ecuadorian study, doi
  32. (1989). Dissertation Abstracts International, A 50/10.1
  33. (1993). Doing Your Research Project: A Guide for First-time Researchers doi
  34. (1993). Educating preservice students based on a problemcentered approach to teaching. doi
  35. (1999). Educating primary mathematics teachers in the Netherlands: back to the classroom,
  36. (1995). Education (15/5/2002). The Home Page of the Ministry of
  37. education (1997a). Basic Education Schools' Guide, Sultanate of Oman: Ministry of Education.
  38. Education (1999b). Assessment - Unpublished document, Sultanate of Oman, and Evaluation Guide for Teachers.
  39. (1997). Education and development
  40. (1999). Education for 21" Century: General Education Reform in Sultanate of Oman: Motives, Nature and Strategies of Implementation, Unpublished doctoral dissertation,
  41. (1999). Education prospective teachers of biology: findings, limitations and recommendations. doi
  42. (1989). Educational Research: An Introduction. doi
  43. (1978). Educational Research: The Art and science of Investigation.
  44. (1994). Effective instruction: an empirical basis for a theory of educational effectiveness. In doi
  45. (1995). Effective Instruction: Effects of a Pre-service Teacher Preparation Program for Secondary Schools. Netherlands, (ERIC Document Reproduction Service No.
  46. (1997). Effective Schools and Effective International Perspective, doi
  47. (1998). Effectiveness of a model teacher preparation program for the elementary level.
  48. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. doi
  49. (1995). Elementary preservice teacher: constructing conception about learning science, teaching science and the nature of science. doi
  50. (1996). Essential elements of initial teacher education courses for science teachers-a survey of tutors doi
  51. (1995). Essential Teaching Skills,
  52. (1992). Evaluating and innovation, Assessment and Evaluation doi
  53. (1987). Evaluating the Effectiveness of Alberta's Teachers Education Programs in Preparing Classroom Teachers.
  54. (1990). Evaluation as a field of inquiry. In
  55. (1990). Evaluation of preservice teacher education programs.
  56. (1982). Evaluation of programs, doi
  57. (1988). Features which separate least effective from most effective teachers. doi
  58. (1999). Field and laboratory experriences. In
  59. (1996). Graduates' Perceptions of the Secondary Social Studies Teacher Education Program at Sultan Qaboos..
  60. (1996). Hands-on: Science education reform, doi
  61. (1994). Hard-Pressed Researcher, A Research Handbook for the caring Professions, doi
  62. (1996). How to Research.
  63. (1984). Improved teacher preparation through increased field experience. Paper presented at the American Vocational Association Convention.
  64. (2000). Influence of reflective explicit activity-based approach on elementary teachers' conceptions of nature of science, doi
  65. (1999). Initial teacher education in a changing South Africa: experiences, reflections and challenges, doi
  66. (1998). Initial Teacher Training National Curriculum for Primary Science. Teacher Training Agency:
  67. (1994). Interviewing, the art science. In
  68. (1987). Introduction: Educating teachers; changing the nature of pedagogical knowledge. doi
  69. (1999). Investigating student teachers' conceptions of how to teach: international network studies from science and mathematics education. doi
  70. (1999). Japanese beginning teachers' perceptions of their preparation and professional development, doi
  71. (1995). Just a nod and a wink: collaborative skills developed in collaborative ways with early years student teachers. In
  72. (1995). Keeping up with the times: reform in teacher education. doi
  73. (1987). Knowledge and teaching: Foundations of the new reforrn.
  74. (1998). Korean and US preservice elementary teachers' conceptions about teaching word problem solving, doi
  75. (1998). LearniiĆ½g to teach primary science through problembased learning. doi
  76. (1996). Making Time for Teacher Professional Development, ERIC Digest. '(ERIC Document Reproduction Service No.
  77. (2000). Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology, doi
  78. (1993). Meaning and practice in experiential leaning.
  79. (2000). Meeting challenges inherent in reform of science teaching and leaming, doi
  80. Ministry of Higher Education (1998a). Course Description: for Educational Courses, (in Arabic), Unpublished Document, Sultanate of Oman.
  81. Ministry of Higher Education (1998b). Course Description: for Practicum Courses. Unpublished document, Sultanate of Oman.
  82. (1994). Narrative, content, and semiotic analysis,
  83. (1985). Naturalistic Inquiry. doi
  84. (1993). New Secondary Science Teachers'_ Development in Turky: Implications for the 'Academy of New Teachers' programme. Unpublished doctoral dissertation.
  85. (1995). Omani Teacher Qualifying and training in the Sultanate of Oman (Case , (in Arabic), Muscat: Ministry of Education.
  86. (1992). Patterns of group behaviour in open-ended problem solving in science classes of 15-year-old students in England, doi
  87. (1993). Pedagogical content knowledge: An integrative model for teacher preparation. doi
  88. (1999). Perspectives on the nature of science. In
  89. (1996). Preparation and competence of intending and beginning teachers in Malta. doi
  90. (1997). Preservice teachers' views of the nature of science during a postbaccalaureate science teaching program, doi
  91. (1997). Principles and Practice of Reflective Teaching in the Pre-Service Teacher Education Programme of Malaysian Teacher Training Colleges. Unpublished doctoral dissertation.
  92. (1989). Promoting creativity through a problem-solving science curriculum,
  93. (1990). Qualitative Evaluation and Research Methods. doi
  94. (1995). Quality mentoring for Student Teachers: A Principled Approach to practice. doi
  95. (1996). Quality teachers, quality schools: international perspectives and policy implications. doi
  96. (1994). Quality Teaching, doi
  97. (1988). Quantitative and qualitative methods.
  98. (1993). Real World Research: A Resource for Social Scientists and practitioner-researchers. doi
  99. (1997). Reconceptulization the elementary science methods courses using a reflection orientation.
  100. (1993). Reflections on Hegemony: towards a model of teacher competence. doi
  101. (1998). Requirements for Courses of Initial Teacher Training (Circular Number London:
  102. (1995). Research and the Teacher: A qualitative introduction nd -to school-based research (2 . doi
  103. (1994). Research Design: Qualitative and Quantitative Approaches. doi
  104. (1996). Research MethodolOgY,
  105. (1998). Research Methods on Education and Psychology: Integrating Diversity with Quantitative & Qualitative Approaches. Thousand Oaks: doi
  106. (2000). Rethinking the elementary science methods course: a case for content, pedagogy, and informal science education. doi
  107. (1997). School mathematics reform: implication for mathematics teacher preparation, doi
  108. (1994). School-based teacher training and the mentor,
  109. (1998). Science and Technology: a curriculum guide for teachers, Sultanate of Oman.
  110. (1996). Science Education. In
  111. (1983). Science teacher characterises by teacher behavior and by student outcome: A meta-analysis of research. doi
  112. (1999). Secondary pre-service teacher education in Ethiopia: its impact on teachers' competence and confidence to teach practical work in science, doi
  113. (1997). Social Research: Issues, Methods and Process. doi
  114. (2000). Strategies to improve student science learning: implication for science teacher education.
  115. (1996). Student teacher perceptions of effective teaching: a developmental perspective. doi
  116. (1999). Student Teachers' Registration Records, Ministry of Higher Education,
  117. (1997). Sultanate of Oman: doi
  118. (1990). Survey of First-and Third-Year Teachers and Their Supervisors.
  119. (1988). Survey research. 'In
  120. (1999). Teacher Appraisal Though Classroom Observation, doi
  121. (1994). Teacher Education in Oman: Selection and Training of Primary School Teachers. Unpublished doctoral dissertation, doi
  122. (1995). Teacher education: Partnership in pedagogical?
  123. (1982). Teacher effectiveness, doi
  124. (1990). Teacher Evaluation Status in the Forty-Two School Districts of
  125. (1990). Teacher preparation: structural and conceptual alternatives. In
  126. (1997). Teacher professionalism: school and college collaboration.
  127. (1990). Teacher socialization. In
  128. (1990). Teachers' beliefs about the nature of science, and their relationship to classroom practice, doi
  129. (1999). Teachers' salient beliefs about a problem solving demonstration classroom in-service program, doi
  130. (1999). Teachers' understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship, doi
  131. (1993). Teaching and diversity: meeting the challenges for innovative teacher assessment. doi
  132. (1999). Teaching population strategies: an evaluation of approaches, doi
  133. (1996). Teaching practice in pre-service education: international exchange, doi
  134. (1998). Technical problem solving among 10-year-old students as related to science achievement, out-of-school experience, domain294 specific control beliefs, and attribution patterns, doi
  135. (1990). Technology and teacher education. In doi
  136. (2000). Technology in science teacher education: survey of current use and desired knowledge among science educators.
  137. (1992). The change of teachers' conceptions: a strategy for inservice science teachers' education. doi
  138. (1983). The CIPP model for program evaluation. In doi
  139. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science, doi
  140. (1996). The Current Curricula. (in Arabic),
  141. (1997). The Curriculum, (in Arabic),
  142. (1998). The difficulties in developing information technology competencies with student science teachers, doi
  143. (1988). The effective primary school teacher: The search for a theory and pedagogy, doi
  144. (1993). The impact of subject matter and education coursework on teaching performance.
  145. (1999). The implementation of the new primary science curriculum in Oman-an initial evaluation,
  146. (1990). The nature of educational evaluation. In
  147. (1999). The nature of science: A perspective from the philosophy of science, doi
  148. (1997). The Need of Redefine Teacher Education in Oman. Promoting Quality Teacher Education for an Interconnected World.
  149. (1992). The open teacher: Experience of student-centred learning,
  150. The Partnership Office (2001/2), Warwick partnership for initial teacher training, doi
  151. (1996). The Programmes of Teacher Preparation for Preparatory and Secondary Schools. (in Arabic), Unpublished document, Sultanate of Oman.
  152. (1978). The Research Act. doi
  153. (1988). The role of pedagogical
  154. (1990). The subject-matter preparation of teachers. In
  155. (1997). The Sultanate of Oman and a new educational reform,
  156. (1995). The teaching skills of social studies teachers in the primary stage from the point of view of the supervisors,
  157. (1999). The Use of Information and
  158. (2002). The Website of the Sultan Qaboos University: doi
  159. (1986). Those who understand: Knowledge growth in teaching. doi
  160. (1987). Three Crucial Issues Concerning the Preparation of Teachers for Our Classrooms: Definition, Development, and Determination of Competence.
  161. (1988). Toward a philosophical more valid science curriculum. doi
  162. (1988). Training research and prospective teacher education: A reconsideration. doi
  163. (1990). Training within teacher preparation. In
  164. (1993). Transforming subject-matter knowledge: content knowledge in learning to reflect on teaching. doi
  165. (1988). Unacknowledged knowledge growth: a reexamination of the effects of teacher education. doi
  166. (1998). Understanding Science Teacher Enhancement Programs: Essential Components and a Model. (Doctoral Dissertation, The Florida State University,
  167. (1994). USC Metropolitan Teacher Education Program: A Follow-up of its Graduates.
  168. (1999). Using teacher reflective practice to evaluate professional development in mathematics and science, doi
  169. (1988). Utilizing sampling procedures. In R. A Grinnell (Ed.
  170. (1995). Vision for Oman's Economy,
  171. (1998). Warwick partnership for initial teacher training. in Handbook for Training in Schools.
  172. (1998). Ways to support beginning science teachers,
  173. (1993). What are Finnish teacher educators' conceptions about the teaching of problem solving In mathematics?
  174. (1983). What is it? Why is it out there?

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.