Non-Native Arabic Language Teacher: Low Teacher’s Professional Competence Low Quality Outcomes? (original) (raw)
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European Journal of Language and Literature
This research investigates the Arabic Teachers’ training and the effect of their work success, a case study of Sultan Idris Education University Malaysia (UPSI). The study will use mixed methods between quantitative which use questioners that will distribute among students at UPSI those who studying and was studied Arabic language as their medium.. This study found that the teachers’ training was highly impacted on their work success in the field according to the data collection of the study. Overall, The contents, materials, facilities and curriculum which are offered by the Arabic unit of UPSI was suitable for the teacher’s training, as well as , the students were giving full intentions to all language skills and another sub educational skills during their training and practical training. Clarity, it seems that majority of students were familiar with the teaching methods used in teaching and learning process based on the high percentage
International Journal of Academic Research in Business and Social Sciences
The profession of teaching still lacks qualified cadres who meet specific requirements to lead the teaching process effectively. Most of those working in the field of education graduated from institutions, colleges, and universities in which they did not receive educational sciences that are concerned with preparing, qualifying and training them to practice the teaching profession. That is why most of them lack the foundations and standards on which this profession is based. This causes many problems for them when practicing the teaching profession. The researcher believes that there are elements, bases and standards that are necessary so that the teacher can practice the teaching profession. The research aims to set these standards as a basis for each teacher so that he can practice the teaching profession in an optimal and satisfactory manner, and to obtain remarkable educational outcomes and quality. In order to characterize the fundamental elements of the linguistic, cultural, and professional preparation of the Arabic language teacher, the study adopted an analytical descriptive technique. In terms of the analytical approach, the researcher detailed and examined the acceptable cultural, linguistic, and professional standards and their significance to the Arabic language instructor in order to help him carry out the process of teaching and teaching the Arabic language effectively. The study concluded that a teacher of Arabic Language should have a strong understanding of cultural nuances, particularly when teaching Arabic to non-native speakers. The study also concluded that The Arabic language teacher should be mindful of the cultural aspect of their teaching, which includes their knowledge of Islamic sciences and this is due to the close relationship between the Arabic language and Islamic sciences. Since the teachers are regarded as a crucial pillar of the educational process, and the Arabic language teachers is the most important pillar, it is the responsibility of educational institutions to prepare and train them properly so that they can be culturally and professionally ready to carry out his educational, professional, and cultural duties with students who speak different languages.
Arabic Teachers’ Competence: A Case of Madrasah Schools in Maluku
Ijaz Arabi Journal of Arabic Learning
In reality, not a few teachers who have been certified as educators are less competent in teaching the field of study. Many teachers are also able to master the subject matter, but they have difficult to present the material. This research applied a qualitative method using a case study design. It was carried out in the State Madrasah schools of Salahutu District, Central Maluku Regency. This research was conducted from August to 02 November 2017. The subjects of this study were 3 Arabic teachers, two principals and 6 class students totaling 12 informants. Based on the results, it was found that the pedagogic competence of Arabic language teachers was still relatively low due to the several indicators that were not implemented during the learning process. The personality’s competence of Arabic language teachers is relatively good compared to their pedagogical competence. The lacks of training, facilities, and rewards have caused the low educational competence of teachers. Their pers...
International Journal of Innovation and Scientific Research, 2014
See linguists that scientific and technological variables imposed on us the process of improving the educational process and the development of input core; and because the teacher is the key element is important in these inputs in addition to the input of other books and curriculum and others, and reflected the evaluation on the development and improvement of teacher performance education and increase its effectiveness Hence, the attention of teaching profession is one of the most important steps on the road to education reform because the development of the quality of education is not only through the teacher with professional competence required, and attention the teaching profession in any society stems from fingerprints left by the teacher on the behavior of students and their morals and their minds and personalities. To evaluate the teacher is particularly important as one of the important aspects; because it includes diagnostic alike; is effective as a laboratory to determine the level of teacher that fits scientific and technological variables through use thinking skills to teach Arabic. Arabic language teacher in good pronunciation, and directed by characters from the exits of origin, according to assets known scientifically, and the link between general and specific objectives, the availability amount of information and knowledge, and expertise to allow him to simplify faces student in the subject of specialization, and to act as guide through the educational process, The proper understanding of the characteristics of the students and their motives and interests, and respect for students, and a good pronunciation, and skill in the use of evaluation methods different, to suit different levels, and the ability to persuade, and the exploitation of the resources available at the school, and the surroundings to upgrade article. These training programs that prepare them by the service must be going according to clear plans for achieving student teachers the basic constructs needed before entrusted with educational tasks. Therefore it should guide the care and attention it either through setting or through training of student Faculty of Education ongoing training in the light of thinking skills and modeling to evaluate the performance of the student parameter commensurate with the nature of the work under the direction towards the formulation of national standards for the preparation of accounting. Based on the progress of the revision in the philosophy of teacher preparation in general-the privacy of the scientific era-is essential to meet the requirements of the next era, and to meet contemporary challenges. The importance of the quality of education depends on the quality of the teacher, and practical education field are the most important elements of teacher preparation that were not the most important all, they are the right of the most fertile periods in the life of the future teacher idea of this study: evaluating teaching performance of students teachers who specialize in Arabic-Faculty of Education Fayoum University-in light of some thinking skills.
Improving Teacher Quality in the Perspective of Islamic Teaching Professionalism
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Various components influence quality religious education. One of the dominant ones is the teacher. Learning will be of high quality if the teacher is competent and professional. The professional development of teachers is a stage in strengthening skills, competencies, and career advancement, which leads to an increase in the quality of learning being taught. This research uses a literature study method. Sources of data obtained through references and other reading sources related to teacher professionalism, the results showed that the problem of teacher professionalism originated from three components, namely self-development, scientific publications, and innovative work. Quality improvement is more dominantly influenced by teacher professionalism, where teachers are required to achieve predetermined qualifications. by meeting adequate qualifications, the teacher's position will automatically increase. Professional development is related to advancing knowledge and skills by cons...
Professional Standards for Teachers of Arabic
2006
BACKGROUND AND INTRODUCTION This chapter describes an effort to develop professional standards for teachers of Arabic (PSTA). Both the process and the content are presented here in summary as the PSTA revised document will be over 150 pages long with the appendices. The standards will serve as a set of criteria against which the expected and required competencies of Arabic teaching professionals are weighted. 1 The effort, 2 years in the making, is the result of work accomplished by an American Association of Teachers of Arabic (AATA) committee with the initial proposal to enact it proposed at the 2001 AATA annual board meeting in Washington, DC. The committee views the PSTA as a continuous effort in draft from, subject to modification, as our profession evolves and progresses. The PSTA in its present form was also inspired, influenced, and based on similar work done by American Council on the Teaching of Foreign Languages (ACTFL), National Council of Accreditation of Teacher Education (NCATE), and Interstate New Teacher Assessment and Support Consortium (INTASC). We have added the Arabic dimension and its specificities to the standards elaborated by these professional organizations. The impetus driving our collaborative interest in sharing it with our colleagues is strongly embedded in our concern for excellence in teaching and our belief in all the positive developments represented in the so-called "paradigm shift" that has transformed the foreign language teaching field in general in the last two and a half decades (Swaffar, Arens, & Byrnes, 1991; Harper et al., 1998).
What are the Features of Quality for Arabic Teachers Agreed by Students and Teachers?
Journal of Education and e-Learning Research, 2020
Teacher is an important factor swaying students' achievement. The success of an educational entity reflects the quality of the teachers engaged. Teacher factor is identified as one of the main obstacles to the Arabic education. Assessment process of the teachers' quality would help those concerned identify the weakness before preventive and remedial actions being taken. This study intends to identify the features of quality for Arabic teachers agreed by students and teachers as the first step in a continuous assessment of the teachers' quality. The respondents of the qualitative approach are 9 excellent Arabic teachers and 90 students from SMKA throughout Malaysia. The qualitative data are analyzed through descriptive and comparative methods using the Atlas.ti. installer. The finding of this study regarding the experiences of excellent Arabic teachers shows that there are 17 GBA quality characteristics that are seen in 4 categories, i.e. 1) Personality, 2) Assessment and Feedback, 3) Class and Student Management, and 4) Teaching and Learning (T&L). The outcome also uncovers types of similarity and difference in determining the teachers' quality based on teacher and student perspective. The teachers are found as leaning to more comprehensive assessment compared to the students who prioritize the quality of a good teacher-student relationship.
Arabic language teacher training in the Arabian Peninsula: Great teachers don't grow on trees
Arabic language teacher training in the Arabian Peninsula: Great teachers don't grow on trees, 2023
Although teacher training has been described as the most important factor influencing students' achievement, it, however, has not been a priority for Arabic teachers in many Arab countries. With the race for knowledge economy and modernization, many Arab countries invested in English language to the detriment of Arabic. Rather than introducing national policies that adopt and celebrate Arabic as the language of a civilization that boasted a rich body of literature, scientific writings, and magnificent verse, what is witnessed nowadays is a shunning en masse of Arabic and adoption of English language as a misguided form of modernity. Student results on Arabic literacy standardized tests in the region have consistently been below the world average despite many educational reforms initiated over the last two decades. Those reforms focused mainly on curriculum reform and digitization of content rather than teacher training reform. Few schools around the region invest in their Arabic language teachers. This chapter will focus on a success story in terms of Arabic language teacher training in Saudi Arabia (KSA), telling the narrative and the many stories of what effective schools do in order to upskill their teachers and how quality, consistent and focused teacher training and follow-up can have an impact on students' literacy. A school in KSA whose students consistently rank highly on international and regional standardized tests of Arabic literacy will be highlighted as a case study to showcase success stories from the region in terms of teacher training. This might possibly help start the conversation that leads to the construction of a teacher training framework that could work for schools in the region.
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Ulum Islamiyyah, 2024
The purpose of this research is to reveal the way to renew the Arabic language teaching in the Arab World. The author sheds a light of the best methodology to achieve that hope of renewal as it is eminent and the rapid changes in the world of education push towards an inevitable change. This research used a qualitative analytical approach to analyse the efficacy and feebleness of several most influential teaching approaches and methods: Personalized education, Direct Method, Audio-lingual Method, Communicative Teaching Method, in order to have a better understanding and application in the future teaching practice. The results of the study indicated that concentration on the functional usage of language particularly, the functional teaching of grammar and composition to make sure that our learners can be assisted to communicate with members of their communities easily where students can express their needs, effective positive interaction, and their interests and inclinations should be considered in teaching language. The author called strongly that teachers should be trained to personalize their teaching as this would change the teachers' methodology and teach every student according to his/her abilities.
Arabic Language Teachers in the State of Michigan: Views of Their Professional Needs
Open Journal of Modern Linguistics, 2014
A full-day summer conference directed by this investigator took place in Dearborn city under the umbrella of Western Michigan University for professional development of Arabic teachers serving public, private, and academic charter schools in Michigan. The theoretical framework for conducting the conference was focused on the issue of teaching strategies as well as the needs assessment of teachers for improving their professional development. A group of fifty teachers volunteered to participate in the conference and were asked to complete a twelve-item questionnaire designed to provide their professional profile and their preference in developing professional development. Their professional profile included years of Arabic teaching experience in the United States, teaching level (elementary school, middle school, or high school), teaching certificate, academic credentials, and type of school (public, private, or charter school). The findings indicated that among the ten sub-items related to the professional development skills of the teachers, "Implementing differentiated language instruction" was rated by the participating teachers as the most important components of their professional development skills; followed in order by "Integrating technology and Arabic instruction"; "Using effective learner-centered teaching strategies"; "Using and maintaining Arabic language"; "Implementing a standards-based curriculum"; "Developing curriculum and thematic units"; "Implementing performance assessment methods"; "Conducting constructive action research in Arabic instruction"; "Conducting the Oral Proficiency Interview"; and "Learning how to be a certified Arabic language teacher in Michigan". In response to the questions regarding the role of Council in supporting Arabic teachers, the participating teachers made a number of constructive suggestions to help improve the quality of teaching Arabic with special focus on facilitating appropriate teaching materials and other instructional tools as a part of curriculum development.