Hanada Taha | Endowed Professor for Arabic Language, Zayed University, UAE
Quality teacher preparation programs have been shown to greatly impact student learning outcomes as studies often refer to the importance of quality teacher education as a key factor in learning. Linguistic realities in the Arab world reflect a bleak situation where Arabic language teachers remain largely poorly prepared and deprived of sustained and meaningful professional development. This situation is manifested in students’ results on international standardized Arabic language proficiency tests. This chapter describes current practices in teacher Arabic language teacher education and cites student Arabic language learning outcomes as demonstrated on the 2011 PIRLS test. The chapter covers research investigating the importance of effective teacher education including quality of preservice admissions, and field experiences associated with those programs.
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2019. Challenges and Opportunities in Sourcing, Preparing and Developing a Teaching Force for the UAE. In Education in the United Arab Emirates, ► pp. 127 ff.
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2019. Arabic Language Education in the UAE: Choosing the Right Drivers. In Education in the United Arab Emirates, ► pp. 75 ff.
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2018. Arabic Language Arts Standards: Revolution or Disruption?. Research in Comparative and International Education 13:4 ► pp. 551 ff.
This list is based on CrossRef data as of 12 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.