Keyword

UTL Training program Active learning Saudi Arabia University Teaching Learning, teaching staff

Abstract

This study aimed at presenting the University Teaching and Learning training program UTL and determining the efficiency of the UTL on developing the teaching competencies of the teaching staff at Al Imam Mohammad Ibn Saud Islamic University in Saudi Arabia. The study subjects were (30) female university instructors from AL Imam University. A training group of university instructors was studied at the beginning of their training and one year later. Evidence is reported of changes over time relating to the teaching competencies performance scale improved by the researchers focusing on six competencies; Lecture Planning, Lecture Orientation, Teaching the Lecture, Asking Questions, Course Materials, and Classroom Management. The current study reports evidence of a range of positive changes in instructors' teaching competencies in the training group. The results revealed that there were statistically significant differences between the performance of the training group before and after training on the pre and post-observation scale, favoring to the post –observation in improving the teaching competencies. The study recommends adopting the UTL training program used in this study to develop the teaching competencies of instructors in Saudi Universities. It also recommends organizing the content of the university text books to cope with the creative learning forms.


Full Text : PDF

References
  1. Bataineh S, Dababneh K, Baniabdelrahman A. (2010). Competencies of learning for general education teachers in regular classroom in Jordan. University of Sharjah. J. Humanit. Soc. Sci. 7: 27-45.  
  2. BorichG .(1977). The appraisal of teaching: concepts and process. Menlo Park, California: Addison-Wesley Publishing Company
  3. Brownell M, Ross D, Colon E, McCallum C. (2005). Critical features of teacher preparation: A comparison with general teacher education. J. Spec. Educ. 38: 244-251.
  4. Dilts R. (2002). Training, modeling and consUTLing. Santa Cruz: CA.
  5. Gilberts G, Lignugaris-Kraft B. (1997). Classroom management and instruction competencies for
  6. preparing teachers’. Teach. Teach. Educ. 13: 597-610
  7. Huizen P, Oers B, Wubbels T. (2005). A Vygotskian perspective on teacher education. J. Curriculum Stud. 37: 267-290
  8. Ismail H, Al-Zoubi S, Bani Abdel Rahman M,  Al-Shabatat A. (2009). Competency Based Teacher
  9.  Education (CBTE): A Training Module for Improving Knowledge Competencies for Resource Room Teachers in Jordan. Eur. J. Soc. Sci. 10: 166-178.
  10. Jones V, Lowe M. (1990). Changing teacher behavior: effective staff development. Adult Learn. 7: 8-10
  11. King S, King M, Rothwell W. (2001). The complete guide to training delivery: Acompetency-based approach. New York: American Management Association.
  12. Killoran J, Templeman T, Peters J, Udell T. (2001). Identifying paraprofessional competencies for
  13.  education. Council of Education. 34: 68- 73.
  14. Lerner J. (2003).Teaching strategies, (9 th ed.) Boston: Houghton Mifflin.
  15. Monjan S, Gassner S. (1979). Critical issues in competency based education. New York: Pergamon Press Inc.
  16. Nielson L. (1979). An in-service program for university teachers. J. Learn. Disabil. 6: 70-74.
  17. Saeed M, Mhamood K. (2002). Assessing competency of Pakistan University Teachers in mathematics, science and pedagogy. Int. J. Educ. Manage. 16: 190-195.
  18. Salleh A. (1995). In-service training needs assessment for Malaysian university teachers. Unpublished doctoral dissertation. University of Michigan.
  19. Ysseldyke J, Algozzine B. (1982). Critical issues in education. New York: Houghton Mifflin.