Academic literature on the topic 'Student teachers – Oman – Muscat'
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Journal articles on the topic "Student teachers – Oman – Muscat"
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Ibrahim, Omer, and Sonal Devesh. "Implication of public speaking anxiety on the employability of Omani graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (November 28, 2019): 122–35. http://dx.doi.org/10.21153/jtlge2019vol10no2art861.
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The paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55 percent, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to self-confidence, foreign language anxiety, being unprepared or fear of talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings.
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Ibrahim, Omer, and Sonal Devesh. "Implication of public speaking anxiety on the employability of Omani graduates." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (January 21, 2020): 122–35. http://dx.doi.org/10.21153/jtlge2019vol10no2art886.
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The paper examines the implication of public speaking anxiety on the employability of Omani graduates. The study adopted a sequential, mixed research strategy, starting with in-depth interviews of teachers and managers in industry, followed by a structured questionnaire involving 200 students selected randomly from two colleges in Muscat. The statistical approach included exploratory factor analysis (EFA), and parametric tests. The study found that public speaking anxiety is widespread among students in higher education institutions in Oman, with a prevalence rate amounting to 55%, much higher compared to the rates reported globally. The main factors involving public speaking anxiety in these education institutes in Oman were attributed to a lack of self-confidence, foreign language anxiety, being unprepared in, or fear of, talking in a foreign language, lack of experience, or forgetfulness/loss of memory. The implication of public speaking anxiety on employability of graduates in Oman is identified and some suggestions made based on the findings.
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Al-Shuaili, Ali Huwaishel. "Omani Science Teachers’ Perceptions of the Difficulties In Using Creative Teaching Methods." Journal of Educational and Psychological Studies [JEPS] 6, no. 3 (December 1, 2012): 23. http://dx.doi.org/10.24200/jeps.vol6iss3pp23-30.
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This study aims at investigating the perceptions of science teachers in Omani Basic Education schools regarding the difficulties they face in using creative teaching methods in the classrooms. The sample comprised 130 science teachers of basic education schools in the governorates of Muscat and the Interior. For the purpose of the study a 42-item questionnaire covering five domains – teacher, student, subject, school administration and other difficulties – was developed and administered by the researcher. The validity of the questionnaire was checked by a panel of experts and practitioners in science: Cronbach alpha reliability coefficient was found to be 0.923. Results revealed that the main difficulties that teachers encounter when using creative teaching methods are: exclusion of topics that may promote creativity from textbook content, inadequate pre- and in-service training, discouraging teachers thinking creatively, teachers’ weak intrinsic motivation, their heavy workload, and the absence of a free academic atmosphere. The results also show no significant differences between teacher’s perceptions of the difficulties in using creative teaching methods with respect to gender or the school district. A few recommendations have been proposed based on the findings.
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Prashanth, Gowda P., and Salim K. Ismail. "The Dundee Ready Education Environment Measure: A prospective comparative study of undergraduate medical students’ and interns’ perceptions in Oman." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 2 (September 9, 2018): 173. http://dx.doi.org/10.18295/squmj.2018.18.02.009.
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Objectives: This study aimed to assess perceptions of the educational environment in Oman among medical undergraduate students and interns using the Dundee Ready Education Environment Measure (DREEM) tool. Methods: This cross-sectional study was conducted between October 2016 and April 2017 at the Oman Medical College (OMC), Sohar, Oman. A total of 737 medical undergraduate students and interns from the OMC and College of Medicine & Health Sciences of Sultan Qaboos University in Muscat, Oman, were invited to complete the DREEM questionnaire in the form of an online survey. Mean overall scores, subscale scores and individual item scores were subsequently compared between undergraduate students and interns. Results: A total of 418 undergraduate students and interns completed the survey (response rate: 56.7%). The mean overall DREEM score was 130.75 ± 12.69. While interns had higher mean DREEM scores than undergraduate students, this difference was not significant (133.00 ± 17.64 versus 128.50 ± 15.53; P = 0.326). The mean score percentages for the perceptions of learning (66.7% versus 58.3%; P = 0.028) and perceptions of teachers (75% versus 68.2%; P = 0.038) subscales were significantly higher among OMC interns compared to undergraduate students from the same college. The perceptions of the environment subscale received the lowest mean score percentages among undergraduate students and interns from both colleges. Conclusion: Overall, medical undergraduate students and interns viewed the educational environment in Oman in a positive light. It is possible that undergraduate students’ perceptions of the educational environment may become more favourable as they progress with their medical career and become interns.Keywords: Medical Education; Undergraduate Medical Students; Internships; Perceptions; Oman.
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Al Balushi, Khadija A., and Sulaiman M. Al Balushi. "Effectiveness of Stimulating Neural Branching Strategies in Developing Creative and Critical Thinking among Eighth Grade Students in Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 425. http://dx.doi.org/10.24200/jeps.vol11iss2pp425-443.
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This research aims to examine the effect of teaching by using strategies that stimulate neural branching in creative and critical thinking of study groups. The sample of this study consisted of two experimental groups and a control group. In terms of the treatment, one experimental group was taught using strategies that stimulate the neural branching in human brain mentally. The other experimental group was taught using the same strategies supported by technology. The control group was taught using the traditional instruction. The sample included (95) male student and (102) female students from two schools of the governorate of Muscat. To answer the research questions, Torrance test of creative thinking (TTCT) and Watson & Glaser critical thinking test (WGCTT) were used. The results show that the experimental groups significantly outperformed the control group with respect to the creative thinking test. However there were no statistically significant differences between the study's groups in the critical thinking test. This study recommends investment of mental capacities of the learners to encourage creative thinking and train teachers on using methods that stimulate neural branching.
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Narayanan, Radhika, and Priya Mathew. "Teaching International English Language Testing System (IELTS) Academic Writing and Exam Strategies Online to Develop Omani Students’ Writing Proficiency." Arab World English Journal, no. 2 (January 15, 2021): 49–63. http://dx.doi.org/10.24093/awej/mec2.4.
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The restrictions imposed by the COVID 19 pandemic have forced educators and students worldwide to adapt to online learning. Language teaching in L2 contexts also had to shift to the online mode without compromising the quality of teaching and learning. This paper examines the perceptions as well as the performance of the participants involved in the online International English Language Testing System (IELTS) course offered by Middle East College, Muscat, Oman via MS Teams, an online teaching platform. Most IELTS courses offered online focus on the improvement of exam techniques; however, the developers of this course designed a syllabus based on a needs analysis to cater to the specific needs of the candidates, which would not only improve their test-taking strategies but also develop their writing skills. Adopting the Test, Teach, Re-test method, a diagnostic test was conducted initially, followed by teaching interventions and post-tests. Interviews with teachers, feedback from students, a comparison of diagnostic test scores with exit level scores, and the use of corpus linguistic methods to examine lexicogrammatical features were carried out to determine the effectiveness of the online course. The results indicated that those students who were not motivated performed poorly, whereas the high achievers were those who engaged in self-study and were, to some extent, autonomous learners. This paper contributes to our understanding of the effectiveness of short-term online language classes for Omani learners as well as provides some recommendations for improving the design and delivery of such courses.
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Al-Maamari, Saif. "Social Studies Teachers’ Homework Practices in Oman." Asian Social Science 16, no. 7 (June 29, 2020): 146. http://dx.doi.org/10.5539/ass.v16n7p146.
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This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.
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Ambusaidi, Abdullah K. "The Image of Omani Teachers as Viewed by Segments of Society: An Analytical Descriptive Study." Journal of Educational and Psychological Studies [JEPS] 12, no. 2 (April 26, 2018): 282. http://dx.doi.org/10.24200/jeps.vol12iss2pp282-299.
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This study aimed to identify the image of Omani teachers as viewed by other segments of society. The study sample consisted of 1196 members of Omani society from different sectors of the following Omani governorates: Muscat, Al-Dakhlyha, North Al-Sharqyia, South Al-Sharqyia, North Batinah, and South Batinah in academic year 2014/2015. To gather the data, a questionnaire consisting of 32 items and two open ended questions was used. The validity of the instrument was checked by a panel of experts. The reliability of the questionnaire was checked for internal consistency using Cronbach's alpha (a = 0.93). The overall results showed a positive image of Omani teachers as they are seen to play a positive role in the development of society and hold a message in life to pass to their students. In addition, the results showed statistically significant differences due to gender and the nature of their jobs. In addition, the results showed no significant differences due to having kids in school. Based on the findings, the researcher concluded with a number of suggestions and recommendations.
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Al – Dhafri, Saead S., and Abdullah K. Ambusaidi. "A Comparative Study in Health Habits and Attitudes of Students of Muscat and Dhofar in the Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 7, no. 1 (January 1, 2013): 36. http://dx.doi.org/10.24200/jeps.vol7iss1pp36-52.
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This study examined the possible differences in health attitudes and habits between Omani students from Muscat school district (north Oman) and students from Dhofar school district (south Oman). The participants responded to a group of questionnaires that included: health problems, weight satisfaction, attitudes towards physical activities, health and food habits, and attitudes towards and use of harmful substances. The sample consisted of 450 randomly selected middle and high school students. Independent t-tests and Chi-squares were used to answer the study questions. The results showed statistically significant differences in the levels of health problems, attitudes towards physical activities, frequency of eating fast food and hours of watching TV. Students from Muscat had more helath problems, revealed positive attitudes towards physical activities and more frequently eat fast food. No differences were found in weight satisfaction in the two school districts. Student of Dhofar showed higher tendency to use harmful substances than Muscat students did. Evidence was shown for a moderate consumption of fruit and vegetables among all participants, low consumption of soft drinks, of walking habits, low levels of physical activities, and few hours of computer use (with no differences between the two districts in any of these habits).
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Al Wadry, Nadia. "Faculty Development Initiatives at the College of Medicine & Health Sciences, Sultan Qaboos University, Muscat, Oman." Sultan Qaboos University Medical Journal [SQUMJ] 20, no. 3 (October 5, 2020): 271. http://dx.doi.org/10.18295/squmj.2020.20.03.005.
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Faculty development is necessary to improve and update teaching and learning methodologies. As such, a variety of learning activities have been designed to improve teaching competencies of individual teachers. The College of Medicine & Health Sciences at Sultan Qaboos University, Muscat, Oman, recognised the need for teacher training in order to bring faculty up-to-date in teaching and assessment methodologies. A programme of regular and one-time interventions consisting of short courses, workshops and a series of lectures was offered. Feedback from the participants and facilitators led to programme expansion and enhancement. This special contribution discusses the impact of the programme on faculty and the college.Keywords: Teacher Training; Medical Education; Oman.
Dissertations / Theses on the topic "Student teachers – Oman – Muscat"
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Al, Kharusi Hussain A. "EFFECTS OF TEACHERS' ASSESSMENT PRACTICES ON NINTH GRADE STUDENTS' PERCEPTIONS OF CLASSROOM ASSESSMENT ENVIRONMENT AND ACHIEVEMENT GOAL ORIENTATIONS IN MUSCAT SCIENCE CLASSROOMS IN THE SULTANATE OF OMAN." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1184698876.
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AlMaamari, Saif Nasser Ali. "Citizenship education in initial teacher education in the Sultanate of Oman an exploratory study of the perceptions of student teachers of social studies and their tutors /." Connect to e-thesis, 2009. http://theses.gla.ac.uk/1081/.
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Al-Shibli, Abdullah Ali Said. "A study of science student teachers' perceptions of learning in the education colleges in the Sultanate of Oman." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/5006/.
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The initial aim of this study was to explore the changes in the students’ perceptions of learning over their study years in the education colleges in the Sultanate of Oman. A number of years ago Perry developed a scheme to describe students’ perceptions of learning. Johnstone adapted this scheme. In both the original scheme and the adaptation, the development of students’ perceptions of learning was considered in four areas: the lecturers’ role, the student’s role, the nature of scientific knowledge, and assessment. The Johnstone’s adaptation was used in this study. The first stage was to carry out a survey with a sample of 889 students and 1165 pupils from education colleges (age 18-22) and secondary schools (age 15-18). The schools data provided a background against which the student data could be considered. A questionnaire was devised and distributed to three study years in secondary schools and four study years in the education colleges. The results show that although there is a growth in students’ perceptions of learning over their study years, this growth varied from area to area. In the areas of the lecturer’s role the growth was generally good. In the area of the nature of scientific knowledge the growth was very poor while in the assessment area the growth was good in some questions and poor in others. The results also revealed that students’ perceptions of learning correlated positively with their academic performance. It was also evident that females in general had better perceptions of learning than males. In secondary schools, it appeared that science stream students had better perceptions of learning science than arts stream students but this may merely reflect the contextual nature of Perry development.
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AlMaamari, Saif N. A. "Citizenship education in initial teacher education in the Sultanate of Oman : an exploratory study of the perceptions of student teachers of social studies and their tutors." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1081/.
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This study can be regarded as the first study that has focused on exploring citizenship and citizenship education in initial teacher education not only in the Omani context but also in Arabic contexts. Specifically, the main purpose of the present study was to identify the perceptions and practices relating to citizenship education within the initial teacher education programmes for social studies in the seven Colleges of Education. In particular, the research considers the following three issues: (a) the policy context of citizenship education in the educational system in general and in teacher education in particular; (b) the perceptions of stakeholders: the policy-makers, the tutors and the student teachers about citizenship and citizenship education. The perceptions about citizenship education were explored in terms of the rationale, goals, content and approaches of introduction in the curriculum and pedagogy; and (c) the practices of citizenship education by the tutors and the student teachers in order to identify to what extent the perceptions of citizenship education are applied in reality. This broad purpose was achieved by adopting a methodology that was based on an interpretive paradigm, which assumes that educational phenomena can be understood from different viewpoints. Therefore, policy documents were first analysed in order to locate citizenship education in Omani educational policy. Then, thirteen policy-makers from both the Ministry of Education and Teacher Education Institutions were interviewed to explore their perceptions regarding citizenship and citizenship education. In addition, the perceptions of student teachers of social studies in their fourth year and their tutors from seven Colleges of Education were surveyed and then a small sample of them was interviewed to deepen their responses in the questionnaires. Finally, the findings were used to build a framework to develop citizenship education in teacher education in Oman. The study came up with a range of interesting findings about the meanings of citizenship and the current provision of citizenship education in school education in general and teacher education in particular. The data showed that citizenship in the Omani context is, as is the case in other contexts, a multifaceted concept with emphasis being attached to citizens’ duties. The participants were convinced that citizenship is not a static idea; rather, it has always been influenced by the world’s development. Therefore, the stakeholders, except the student teachers, clearly acknowledged that citizenship in the era of globalisation has two dimensions: national citizenship and international citizenship. According to this view, they believed that the duties of Omani citizens stretch beyond their country’s borders. With regard to citizenship education, the study revealed that the participants viewed citizenship education as a means to build national pride and unity which are necessary to maintain stability in the country. Both the tutors and the student teachers experienced the limited and traditional implementations of citizenship education in the preparation programme of social studies. This result related to the dissatisfaction of the policy-makers, especially from the Ministry of Education, about the inadequate preparation of teachers to develop citizenship. Overall, the present study revealed a gap in the intentions of educational policy the requirements of teaching citizenship education in the schools and the actual practices of teacher education preparation programmes. Therefore, the study provided a framework to develop citizenship education in initial teacher education.
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Ojal, Oyier John. "Exploration and categorization of pre-service physics teachers' alternative conceptions in superconductivity and nanotechnology." Diss., 2019. http://hdl.handle.net/10500/25982.
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An exploratory case study research design was followed to explore and categorize 23 pre-service physics teachers’ understanding in the fields of superconductivity and nanotechnology at the Sultan Qaboos University in Oman. To elicit their responses, a five-stage categorical framework analysis was used. The five stages included identification of the thematic framework, familiarization, coding, placing the categories on a chart and finally, interpretation. A conceptual survey test (Conceptual Survey of Superconductivity and Nanotechnology) was administered to the pre-service physics teachers to form four independently homogenous ability focus groups. This was followed by focus group discussions whose data were analyzed to group their conceptions in both the epistemological as well as ontological categories. From the focus group discussions, six categories were considered from previous studies, namely; lateral alternative conceptions, ontological conceptions, naïve physics, Ohm’s p-primes, mixed conceptions and loose ideas. Since this was a pre-instructional study, naïve physics ideas and lateral alternative conceptions were dominant. Naïve physics refers to the untrained student or human perception of various physical phenomena while lateral alternative conception refers the misconceptions individuals have on ideas that may be inconsistent with scientifically acceptable facts. Findings indicate that the pre-service teachers’ conceptions deviated from canonical scientific concepts, are diversified and inconsistent. The knowledge on pre-instructional conceptions will influence the development of evidence-based pedagogy, which is fundamental to the development of an effective physics education curriculum.Institute for Science and Technology Education (ISTE)
M. Sc. (Physics Education)
Book chapters on the topic "Student teachers – Oman – Muscat"
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Al-Maamari, Faisal, and Rahma Al-Mahrooqi. "Student Evaluation of Their English Language Teachers in Omani Basic Education Schools." In English Education in Oman, 105–32. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_7.
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Searle, Mike. "Oceans and Continents." In Colliding Continents. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199653003.003.0006.
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Sitting atop a rickety Indian bus trundling up the Beas Valley to the delightful hill station of Manali in the Kulu Valley of Himachal Pradesh, peering between swaying bodies and piles of luggage, I caught my first glimpse of the snowy peaks of the Himalaya. Yes, those white streaks way up in the sky were not, after all, clouds: they were glints of sunlight on impossibly high and steep ice-fields plastered onto the sides of mountains that tore up into the sky. It was a sight to take one’s breath away and I knew instantly that this was going to be the start of a great adventure. We were a typical shoestring British student expedition of five friends who could fit easily into two overloaded rickshaws, heading for the mountains around the Tos Glacier. Mountaineers dream about climbing in the Himalaya. Since my earliest days of climbing the hills and crags of Snowdonia and northern Scotland, I had yearned to see and climb those magical Himalayan Mountains. Now here I was, and the reality of the Himalaya was even better than I imagined. I had taken three months off from my PhD studies on the geology of the Oman Mountains to go on this expedition. We had driven a Land Rover out from England to Muscat through a snowy Europe and across the Empty Quarter of Arabia from Syria and Jordan to the United Arab Emirates and Oman. After three months’ fieldwork in Oman I caught a passenger ship, the MV Dwarka, last of the British East India Company merchant vessels that plied the Gulf route from Basra via Kuwait, Bahrain, Dubai, and Muscat to Karachi, and then travelled through Pakistan by train into India. That first expedition to Kulu was a revelation. We camped on the Tos Glacier, four days’ walk above the village of Manikarin in the Parbati Valley of eastern Kulu, for about four weeks. During that time the weather was perfect almost every day.