The main objective of this study is to investigate the teaching competencies of Yemeni university English teachers in terms of identifying the degree of practicing these competencies from the perspective of the teachers themselves, their students of English departments, and the chairmen of English departments with a view to designing a proposed training programme which aims at developing the teaching competencies of Yemeni university English teachers.
The study primarily adopted the descriptive design and the quantitative approach. The data were collected through a questionnaire which consisted of (73) teaching competencies distributed among five main domains: planning teaching; implementing teaching; using technology; human relations; and assessment, evaluation, and giving feedback. After making sure of its validity and reliability, it was administered to three Yemeni public universities (Sana’a University, Aden University, and Taiz University). The sample consisted of (49) Yemeni university English teachers, (590) students of level four, and (6) chairmen of English departments. The data collected were computed and analyzed using the Statistical Package of Social Sciences (SPSS) for Windows (version 17.0).
The study revealed that the degree of practicing Yemeni university English teachers for the teaching competencies is low. It also revealed that there were statistically significant differences in the means of practicing the teaching competencies by Yemeni university English teachers according to the variable of sample type (university English teachers, students, and chairmen of English departments) at the (0.05) level of significance. These significant differences were found in the means of the target sample responses between teachers and students on the one hand and between students and chairmen on the other hand. However, no statistically significant differences were found in the means of responses between teachers and chairmen or according to the variable of geography. Based on the study results, which highlighted the need of Yemeni university English teachers for training in teaching, a training programme was proposed. Besides, some recommendations to be considered to improve the teaching and learning process in the English departments of Yemeni universities and suggestions for further research were given.
Table of Contents
1.1. Introduction
1.2. Statement of the Problem
1.3. Objectives of the Study
1.4. Significance of the Study
1.5. Scope and Delimitations
1.6. Definition of Terms
1.6.1. University teacher
1.6.2. Teaching competencies
1.6.3. Training
1.6.4. Training programme
1.6.5. The degree of practice
1.7. Organization of the Study
2.1. Introduction
2.2. University Functions
2.3. The Concept of Teaching
2.3.1. The nature of university teaching
2.3.2. The changing perspectives towards university teaching
2.3.3. University teachers of 21st century
2.3.4. Teaching English in English departments of Yemeni universities
2.3.5. Teaching competencies
2.3.6. The nature of teaching competencies
2.3.7. The importance of possessing teaching competencies
2.4. Teaching Competencies Domains of the Proposed Training Programme
2.4.1. Planning teaching
2.4.2. Implementing teaching
2.4.2.1. Physical classroom environment
2.4.2.2. Instructional strategies
2.4.2.3. Communication
2.4.2.3.1. Nonverbal communication
2.4.2.3.2. Verbal communication
2.4.3. Using technology
2.4.3.1. The computer
2.4.3.1.1. Stages of using computer in language learning
2.4.3.1.2. Multimedia
2.4.3.2. The Internet
2.4.3.2.1. Synchronous tools
2.4.3.2.2. Asynchronous tools
2.4.3.2.3. Synchronous and asynchronous tools
2.4.4. Human relations
2.4.5. Assessment, evaluation, and giving feedback
2.4.5.1. Formative assessment
2.4.5.2. Summative assessment
2.4.5.3. Teaching, courses, and tests evaluation
2.5. Training
2.5.1. The concept of training
2.5.2. Teachers’ need for training
2.5.3. Significance of training for teachers
2.5.4. Making training effective
2.5.5. Strategies and techniques for delivering training
2.5.6. Types of training
2.5.6.1. Formal training vs. informal training
2.5.6.2. Pre-service training vs. in-service training
2.5.7. Teacher training in higher education
2.5.8. Training programme
2.5.8.1. The concept of training programme
2.5.8.2. Principles of designing training programme
2.5.8.3. The general framework for designing a training programme
2.5.8.4. Designing a training programme for professional development of university teachers
2.5.8.4.1. Analysis stage
2.5.8.4.2. Design stage
2.5.8.4.3. Implementation stage
2.5.8.4.4. Evaluation stage
2.5.8.5. Designing a training session plan
3.1. Introduction
3.2. Previous Studies Related to Teaching Competencies or Skills
3.2.1. Arabic studies
3.2.2. Foreign studies
3.3. Previous Studies Related to Designing or Evaluating Teacher Training Programmes
3.3.1. Arabic studies
3.3.2. Foreign studies
3.4. Previous Studies Discussion
3.4.1. Objectives
3.4.2. Sample
3.4.3. Tools used to collect data
3.4.4. Results
3.4.5. Benefits of the previous studies
4.1. Introduction
4.2. The Study Approach and Design
4.3. The Study Population and Sample
4.4. The Study Instrument
4.4.1. Constructing the study instrument
4.4.2. Verifying the validity of the study instrument
4.4.3. Conducting a pilot study
4.4.4. Measuring the reliability of the study instrument
4.4.5. Administration of the Study Instrument
4.5. The Proposed Training Programme
4.5.1. Constructing the proposed training programme
4.5.1.1. Preparing the first version of the proposed training programme
4.5.1.2. Verifying the validity of the proposed training programme
4.5.1.3. Preparing the final version of the proposed training programme
4.6. Statistical Tools Used in the Study
5.1. Introduction
5.2. Presentation and discussion of findings
5.2.1. The first question
5.2.1.1. The first domain: Planning teaching
5.2.1.2. The second domain: Implementing teaching
5.2.1.3. The third domain: Using technology
5.2.1.4. The fourth domain: Human relations
5.2.1.5. The fifth domain: Assessment, evaluation, and giving feedback
5.2.2. The second question
5.3.3. The third question
5.3.3.1. Rationale behind designing the proposed training programme
5.3.3.2. Vision of the proposed training programme
5.3.3.3. Components of the proposed training programme
6.1. Introduction
6.2. Summary of the Study
6.3. Conclusions
6.4. Limitations of the Study
6.5. Recommendations
6.6. Suggestions
Research Objectives and Themes
This study aims to investigate the teaching competencies of English teachers at Yemeni universities by assessing their current level of practice from the perspectives of teachers, students, and department heads. Based on these findings, the study intends to design a proposed training programme to develop and improve the necessary teaching competencies for these educators.
- Teaching competencies in higher education
- Methods for professional teacher training programmes
- Assessment of pedagogical skill gaps among university faculty
- Integrative approaches for effective teaching and learning
- The role of technology in modern university instruction
Auszug aus dem Buch
1.1. Introduction
Universities are the most important institutions in any society. They are responsible for preparing and qualifying students who will work in the various institutions of society later on. They have to provide students with the necessary skills and knowledge that they may need in their personal and practical life. In other words, during their study at university, students have to be well qualified to be able to reflect what they have learnt in their life.
This requires teachers who are well-qualified, not only academically and scientifically, but also pedagogically and personally. In fact, university teachers need more than maintaining a high level of specific academic discipline knowledge to make good classroom practice (Silva, 2001) as the discipline knowledge is not enough to enable them to make effective teaching which is the most important function of university teachers from the perspective of students (Wardlow & Johnson, 1999). In other words, university teaching requires teachers who maintain a high level of subject matter knowledge and who are able to plan and implement teaching (Al-Ser, 2004), to develop good student-teacher relationships, to transmit knowledge to their students (Silva, 2001), to communicate the objectives of the course to students, to use alternative instructional methods or strategies, to select the effective methods and strategies that meet the needs of students, to create effective learning environments for different types of students, to design instruction that facilitates students learning, to establish good rapport with students, to assess and correct students properly, and to give students the kind of feedback that supports their learning (Murray, Gillese, Lennon, Mercer, & Robinson, 1996).
Summary of Chapters
CHAPTER I: INTRODUCTION: This chapter provides an overview of the study, describing the research problem, its significance, the objectives, scope, and key definitions relevant to the study.
CHAPTER II: THEORETICAL BACKGROUND: This section establishes the conceptual framework by reviewing concepts related to university teaching functions, teaching competencies, and the processes involved in designing effective training programmes.
CHAPTER III: REVIEW OF RELATED LITERATURE: This chapter examines previous studies categorized into those focusing on teaching competencies and those concerned with evaluating or constructing teacher training programmes.
CHAPTER IV: METHODOLOGY & PROCEDURES: This chapter details the research design, the study approach, population, sample, the construction of the study instrument, and the statistical tools utilized for data analysis.
CHAPTER V: PRESENTATION & DISCUSSION OF FININDINGS: This section presents the analysis of the collected data and discusses the results in relation to the study's research questions concerning the current level of practicing teaching competencies.
CHAPTER VI: SUMMARY, CONCLUSIONS, RECOMMENDATIONS & SUGGESTIONS: This concluding chapter summarizes the key findings, draws conclusions, and offers evidence-based recommendations and suggestions for future research.
Keywords
Yemeni universities, English teachers, teaching competencies, professional development, training programme, descriptive design, higher education, teacher performance, student learning, instructional strategies, educational reform, pedagogical competence, classroom management, assessment, evaluation.
Frequently Asked Questions
What is the core focus of this research study?
The study primarily focuses on investigating the current level of teaching competencies among English teachers at Yemeni universities from multiple perspectives, including those of the teachers themselves, their students, and department chairmen.
What are the primary thematic areas covered?
The research addresses five key pedagogical domains: planning teaching; implementing instruction; the use of technology; human relations; and assessment, evaluation, and feedback.
What is the main objective or research question?
The central goal is to identify how English teachers in Yemen practice these teaching competencies and, based on findings, to develop a proposed professional training programme tailored to their specific needs in the context of globalized higher education.
Which scientific methods were employed by the researcher?
The study utilized a descriptive, quantitative design. Data were gathered through a questionnaire and analyzed using the Statistical Package of Social Sciences (SPSS), employing descriptive statistics and ANOVA/Scheffé tests to assess differences.
What is discussed in the main body of the work?
The work provides a theoretical grounding in teaching competencies and training design, a literature review of similar international and regional studies, and a detailed methodology and discussion of findings regarding the teachers' level of practice.
Which keywords best characterize the work?
The work is best defined by terms such as teaching competencies, Yemeni English teachers, professional development, teacher training, and higher education pedagogical practice.
What were the major findings regarding teaching competency practice?
The study revealed that, in general, the level of practice for most teaching competencies among the surveyed Yemeni university English teachers is low, suggesting an urgent need for targeted training initiatives.
What are the implications for Yemeni university policy?
The research concludes that current academic appointment policies often prioritize research and subject knowledge over pedagogical competence. It recommends the establishment of official training units to ensure new and existing faculty acquire essential teaching and management skills.
- Quote paper
- Marwan Saeed Saif Moqbel (Author), 2015, Designing a Proposed Training Programme for Developing Teaching Competencies of Yemeni University English Teachers, Munich, GRIN Verlag, https://www.grin.com/document/1346138
