Online Teaching Strategies of Language skills during Pandemic:A Case of Self-Efficacy of Teaching Faculty in Qatar Universities

COVID-19 caused teaching to shifted online which emanated challenges for both teachers and students. To overcome such challenges, self-efficacy plays a vital role. The major objective of this study was to investigate the self-efficacy of teaching staff during the time of COVID-19. The population was a total of over 1100 the university instructors, out of which a sample of 212 (Female=62, Male= 150) participants was administered. The research data was collected through Likert scale after given a training of using various online teaching strategies with language skills for three days. The factors including in this scale were students’ engagement, classroom management, and instructional strategies with 22 statements. Descriptive and Infrential statistics were assessed by using AMOS software. The findings of this research revealed that the respondents showed a high level of self-efficacy towards teaching during pandemic; and that online teaching was challenging for both pre-service teachers and experienced teachers. Further, there was a significant difference found among the demographic variables of the study regarding students’ engagement, classroom management and instructional strategies with language skills. Further, the qualitative results revealed no significant difference about the demographic characteristics of the respondents regarding self-efficacy through online teaching. There was a significant difference found in mean score where female score was greater than male score. This research is expected to make a great contribution for the development of the self-efficacy of the teaching faculty for the successful completion of teaching-learning process through online teaching

The impact of a teacher preparation programs on professional teaching competencies – Female novice teachers’ perspectives

This study explored early career teachers’ perspectives on their competencies in professional teaching in Qatar. Using a mixed-method research design, this study drew on empirical data from ninetlyfive survey respondents and ten individual interviews with teachers who were in their first four years of working in Qatari governmental schools. The findings of this study indicate that professional teaching competencies are strongly related to professional training through a teacher preparation program. This study identified a few of the specific challenges that novice teachers encounter and revealed a significant need to address these challenges to maintain their competencies. The study contributes to the literature by investigating novice teachers’ perspectives on their teaching competencies as supported by their teacher preparation program. More efforts to bridge the gaps between programs and schools are needed to prepare teachers in their early careers better

Impact of Cultural Competence and Education of a Preservice Teacher and Pedagogical Style

Purpose: This research study examined the impact of cultural competence and education of a preservice teacher and pedagogical style on the quality of teaching. The study's rationale was underlined by the prevalence of cultural diversity within the student population. Design/methodology/approach/Findings: The research study was based on a systematic review as the analysis method. The findings of the study were derived from a literature survey. The study's main findings indicate that the lack of cultural competence has affected the effectiveness of preservice teachers in promoting learning for culturally diverse students. The study underlined the significance of cultural competence in helping preservice teachers an excellent learning environment and fostering productive student-teacher relationships Originality/value To the best of the authors’ knowledge, this is the first study that measures the “Impact of Cultural Competence and Education of a Preservice Teacher and Pedagogical Style”

Enhancing STREAMS design for student teachers in a Problem Based Learning (PBL) setting

To achieve Qatar's vision for 2030, Qatar's educational direction is moving enthusiastically towards implementing STEM-based curriculum integration. Qatar's Vision for 2030 is based on striving for development at all levels, especially human development. Qatar University's (QU) vision is aligned with the 2030 vision. QU is seeking to build up students-teachers teaching philosophies, which can be reflected on their daily lesson plans of STEMS and STEAM as these approaches have proven their effectiveness in other developed countries ("Qatar university," 2019). However, little to no research has been done to study the attitudes and perceptions of applying pre-service teachers in Qatar to implement the STREAMS approach to encourage reading and writing among schools. Facing these challenges, the student's teacher's preparation program is encouraged to implement PBL as an innovative instruction to teach the students' teachers about a different aspect of the STREAMS approach. Higher education courses tend to teach education theories and best practices passively with little effort to assist in learner assimilation of those theories in practice. The project-based learning (PBL) approach was introduced in pre-service education at Qatar University. PBL was introduced as a foundation of good instruction when planning and using the STREAMS approach (Science, Technology, Reading, Engendering, Arts, Maths, and Social). To foster authentic learning through applying PBL instruction. Moursund (2003) advocates for project-based learning, saying that it has a high level of "authenticity" (p. xi). STREAMS approach assisted PBL lesson is considered an opportunity for pre-service teachers to learn in an authentic multidisciplinary environment, reflect on STREAMS approach process, designing, planning and different way of integrating subjects. Develop self-reliance when applying the STREAMS approach in schools and learn to work in a group, individually with less guidance. Therefore, the study explores student teachers' perception of the STREAMS approaches through applying PBL instruction. Methodologically, the study will employ data from interviewing the students and surveys. This paper describes the process, assignments, and challenges while introducing the PBL in teacher education at a university level

SARS-CoV-2 vaccination modelling for safe surgery to save lives: data from an international prospective cohort study

Background: Preoperative SARS-CoV-2 vaccination could support safer elective surgery. Vaccine numbers are limited so this study aimed to inform their prioritization by modelling. Methods: The primary outcome was the number needed to vaccinate (NNV) to prevent one COVID-19-related death in 1 year. NNVs were based on postoperative SARS-CoV-2 rates and mortality in an international cohort study (surgical patients), and community SARS-CoV-2 incidence and case fatality data (general population). NNV estimates were stratified by age (18-49, 50-69, 70 or more years) and type of surgery. Best- and worst-case scenarios were used to describe uncertainty. Results: NNVs were more favourable in surgical patients than the general population. The most favourable NNVs were in patients aged 70 years or more needing cancer surgery (351; best case 196, worst case 816) or non-cancer surgery (733; best case 407, worst case 1664). Both exceeded the NNV in the general population (1840; best case 1196, worst case 3066). NNVs for surgical patients remained favourable at a range of SARS-CoV-2 incidence rates in sensitivity analysis modelling. Globally, prioritizing preoperative vaccination of patients needing elective surgery ahead of the general population could prevent an additional 58 687 (best case 115 007, worst case 20 177) COVID-19-related deaths in 1 year. Conclusion: As global roll out of SARS-CoV-2 vaccination proceeds, patients needing elective surgery should be prioritized ahead of the general population