Teacher education in Qatar Research Paper Example | Topics and Well Written Essays - 2000 words

Teacher procreation in Qatar - Research Paper ExampleA key aim of this study is to find give away why TESOL education is floundering in Qatar, and suggest improvements to this situation using modern technology. The aim of the fieldwork is to identify barriers to the use of technology in TESOL and to propose strategies for integrating more than technology into Qatari TESOL instructor bringing up and thereby strengthen TESOL provision for all future school-age childs and teachers of English in Qatar. Empirical data is gathered by means of questionnaires and structured interviews. The aim of this fieldwork is to establish how technology is being used in teacher education and how far it meets the current needs of teacher trainees. The views of student teachers and their lecturers are gathered and compared, and any strengths and weaknesses are identified. The results are analyzed and recommendations are do on appropriate ways to remedy any deficiencies in TESOL teacher training pro vision in Qatar. Significance of the study in the Qatari context Along with other developing nations, most Arabic speaking countries in the Gulf region are engaged in a comprehensive program of reform in their education systems (Brewer et al. 2006). This is driven partly by forces of globalization, which move over demands on the local population such as an ability to speak foreign languages and operate in a multi-cultural work environment, and partly by indwelling adjustments to phenomena like the need to train students and staff in the use of new technologies (Alghazo, 2006) and a drive for quality improvement across the board.board. There has been an increasing privatisation of schools, in line with Ministry of Educations policy since 2009, and this places considerable demands on the teacher training programmes which supply newly qualified teachers and some in service training to these schools (Constant et al, 2010). Qatars program of education reform is at a critical stage in i ts development. On the one hand great progress has been made in agreeing new priorities, both in terms of teaching methods and attainment targets, but on the other hand, the lingering presence of outdated methodologies and practices in the schoolroom is holding students back from achieving the best possible outcomes. English was made compulsory throughout Qatari schools, colleges and universities , and there has been an increasing emphasis on providing subject precise tuition in English as well as pure English language classes (Mansareh, 2011). Very recently, however, there has been a partial revision of this policy, with a new ministry decree encouraging some university courses to revert back to Arabic, and the likelihood that schools may follow suit (Fenton, 2012). There appears to be an on-going debate at the highest take aim in Qatar about the effectiveness of its English language provision, and its place in the education system. It is vital that the gap between Qatars ambiti ons for English language education and its current practice, is understood, along with the reasons why these problems remain, and potential solutions for addressing any deficiencies. Despite a long tradition of teaching English in Qatar, some of the results have not been ideal. It may be unrealistic to make up for deficiencies in previous planning and practices, but it is both possible and necessary to make better plans for the endow and future. Teacher educational programs are the key to the future of Qatars education system, and so this study uses a literature review to