Multicultural Education in the Arab Schools in Israel

Lecturer: Prof. Kussai Haj

Course type: Required lecture, 1 weekly hour, Semester

A central goal of the course is to promote and strengthen the multicultural concept/ideology in the education system. The course examines the cultural diversity and multiculturalism that characterize the education system in Israel in general and Arab society in particular, and will present models of multiculturalism, approaches, and dilemmas in the multicultural concept and their adaptation to the reality of Arab society in Israel. We will examine the interrelationships between the hegemonic majority group and the minority group and deliberate on the unique cultural characteristics of the Arab minority in the Israeli education system, concerning nationality, language, and identity. The role of multiculturalism in cultivating the tools and skills of students when they come to relate to their culture and the culture of others will be emphasized, with an in-depth discussion of the education system’s role in creating a climate of tolerance and educating to accept the other and the different.

Final grade components: exercises: 30%, final paper 70%.

Study Planning and Evaluation on a Timeline

Lecturer: Dr. Yaser Abo Rass

Course type: Required lecture, 1 weekly hour, Annual

The course deals with the development of the field of curriculum planning, worldwide and in Israel, from a historical and theoretical point of view, and deals with traditional issues in the field and the changes they undergo over time. Emphasis will be placed on introducing students to professional concepts and models; central theories and ideologies; a critical examination of past and present Arab sector curricula; and discussing the interrelationships between curriculum planning, teaching, and evaluation. The course will broaden and deepen perspectives regarding processes, trends, and curricular decisions in the education system, and the understanding of the field as an arena of political and ideological struggle in general and concerning Arab society in particular.

Final grade components: two assignments 30%, presentation 20%, final paper 50%

Philosophy of Education

Lecturer: Dr. Yaser Abo Rass

Course type: Required lecture, 1 weekly hour, Semester

From the dawn of time, philosophy, especially the philosophy of education, has been seen as the supreme guide in the teacher’s work. The philosophy of education has an impact on the teacher’s personality and professional work. Educational approaches and theories of the great educators and philosophers (Plato, Jean-Jacques Rousseau, Friedrich Nietzsche, John Dewey, Paulo Freire, Jean-François Lyotard, Carl Rogers) will be presented, to give students tools for critical thinking and a thorough understanding of the cornerstones that characterize the various approaches and their contribution to personal and professional development.

Throughout the course, emphasis will be given to the connection between the main educational concepts derived from the field and their application in the educational field, and the influence and contribution of these concepts to the cultivation of the student’s/teacher’s personal and professional perception.

Final grade components: exercises 30%, presentation 30%, final exam 40%.

Studies in the Sociology of Education

Lecturer: Dr. Waleed Dallasheh

Course type: Required lecture, 1 weekly hour, Semester 

The general goal of the course is to introduce students to sociological theory and research in education. Through these classical and critical sociological approaches, central issues will be examined in the interrelationships between the educational institution and the education system and the social context within which they operate, alongside an analysis of the characteristics of different societies. Emphasis will be placed on the interrelationships between ideology, education, teaching, and between humans. The course will present theoretical approaches to education, teaching, evaluation, and learning, and how they are applied in the educational field and will discuss the relationship between the education system and society, the social impact of the educational structure, and the place of the teacher in the education system and the school.

Final grade components: reading and analyzing articles and submitting exercises 30%, a forum discussion on 2 selected issues 20%, final exam 50%.

Psychological Issues in Education and Teaching

Lecturer: Dr. Ihab Zubeidat 

Course type: Lecture, 1 weekly hour, Semester

The course will deal with key topics from the field of psychology and will provide a toolbox for understanding human behavior and the motivations for this behavior. The various currents of psychology (including developmental, educational, and social) and their impact on society will be presented, alongside the acquisition of skills for coping with normative changes in modern society. The course will focus on learning theories and the cognitive, motivating, and social factors related to the student’s scholastic behavior and achievements, as well as the role of the school environment and its influence on the student’s behavior.

Final grade components: participation in discussions 30%, applied task 30%, final exam 40%.

Educational Leadership and Leading Change

Lecturer: Dr. Waleed Dallasheh

Course type: Required lecture, 1 weekly hour, Semester

One of the challenges faced by the school principal and the educational staff when implementing the educational process is bridging the gap created between the vision and the reality on the ground that includes the many requirements of the Ministry of Education; ensuring an improvement in student achievement while dealing with resources that are never sufficient; nosy media; parents who intervene at every step or parents who do not participate in their children’s education, and more. The educational reality, which is accompanied by frequent changes and uncertainty, requires schools to develop leadership skills to lead educational developments and processes, and requires a change in perception, among teachers and principals, in terms of “management and leadership” to realize their vision. Developing effective leadership that can act in the face of the changing reality requires reference to special abilities and skills, therefore this course deals with three interrelated circles: ‘between management and educational leadership’, the educational vision, and leading changes in schools.

Final grade components: classroom presentation 30%, events analysis 20%, final paper 50%.

Cultivating Excellence in Arab Education in Israel

Lecturer: Prof. Mahmoud Khalil

Course type: Elective lecture, 1 weekly hour, Semester

The course deals with fostering excellence in education in general and in Arab education in Israel in particular. In Arab Israeli schools, there is currently a population that, for the most part, does not receive professional attention that matches its character and needs. This population consists of gifted and outstanding students, who are motivated and have high academic potential but do not receive an orderly response within the framework of the formal organizational structure. The course reveals the various characteristics of excellence in the educational and community context and emphasizes imparting skills and tools to nurture students with academic and social excellence in the Arab education system in Israel. The course will expand and deepen in several important topics, including programs for fostering excellence, developing higher thinking skills, developing creativity, teamwork, and research skills needed in the Arab education system.

Final grade components: exercise 30%, final paper 70%.

Theories and Strategies of Learning and Teaching

Lecturer: Dr. Waleed Dallasheh

Course type: Elective lecture, 2 weekly-hour, Annual

The basic premise of the course is that an in-depth understanding of learning processes constitutes a strong and necessary basis for engaging in and discussing teaching and curriculum planning methods that support meaningful and in-depth learning processes. The course will assist in the accumulation of theoretical knowledge in the essence of learning, thus enabling a focused examination of different learning approaches, and will provide a space for thought and action to discuss the question ‘why and how do we learn?’ 

In addition, students will study topics related to theories and models that examine teaching and learning as an interactive system anchored in the cultural and personal context and will be exposed to the complex relationship of teaching-learning-reflection processes in the educational environment at the school. The course will deal with the theories of learning and teaching and their connections and will allow students to use these theories to critically examine, concepts and empirical systems of teaching-learning in their work.

Final grade components: submission of 3 home exercises 45%, final exam 40% (passing grade 60), participation in discussions in forums that will be opened on the course website. At least 3 times – expressing a position and at least 3 times responding to a position of colleagues 15%.

Bonus by prior arrangement. Presentation of a topic to the class, following the lecturer’s approval, and delivery of the materials for the lecturer’s review a week in advance – 5%.

The Arab School in an Emerging Society

Lecturer: Dr. Hatim Mahamid

Course type: Elective lecture + exercise, 2 weekly-hour, Semester

The course deals with the development of the Arab school in Israel as part of a multifaceted education system and reviews the historical development of educational institutions in the country, from the Ottoman period (1516-1917), through the British Mandate period (1917-1948) and especially since the establishment of the state in 1948. The goal is to examine the essence and character of the Arab school in the country, and the developments and changes it has undergone against the backdrop of political, social, and educational-cultural conditions and changes. 

The course focuses on the prominent political and ideological influence, and control over the curriculum, budgets, management, and supervision of the Arab education system, including the appointment of principals and faculty. The course also deals with the control that the state has over the various Arab schools: the Arab school in general – both state and private education (Muslim – Christian); the Arab school in the Bedouin sector; and the school in the Druze sector.

Final grade components: submission of assignments 20%, final paper 80%. Participation and attendance in at least 80% of the classes are required.

Students can choose the language in which they will submit the exercises and papers (Hebrew or Arabic).

Meaningful Thinking-intensive Learning

Lecturer: Prof. Yaser Awad

Course type: Elective lecture, 1 weekly hour, Semester

An educational process is aimed at providing students with a sense of growth, value and capability, success and personal realization, an experience of discovery and response to their curiosity, and developing them as active people who integrate into society and contribute to it. For the process to achieve its goals, the education system must strive to enable meaningful learning throughout the educational continuum. 

The course discusses the dramatic changes in the hierarchical structure of the source of knowledge and accessibility to information, which affect the learner, the teacher, the curriculum, the teaching-learning processes, and the educational environment. It examines the extent to which these changes are appropriate for an education that is relevant to the needs of both the learner and society. A discussion will be held on the principles of meaningful learning based on a constructivist, inclusive approach, which involves the learner at all levels, increases interest and motivation, and creates an empowering and enjoyable process for the learner and the teacher. Furthermore, emphasis will be placed on the effect of meaningful learning on the learner’s functions in various aspects, including cognitive, metacognitive, managerial, social, emotional, and sensory-motor.

Final grade components: attendance and active participation 10%, final paper 90%.

Education Systems Management

Lecturer: Prof. Ismail Abu Saad

Course type: Elective lecture, 1 weekly hour, Semester

The course presents the background for the development of the Educational Administration field as a new academic research field that has developed over the past forty years and is based mainly on theories from the field of administration and social sciences. The field of education administration focuses on the organizational and structural aspects of integration and direction of an organization’s work and includes work management, decision-making, problem-solving, and more.

Final grade components: active participation 10%, two assignments 20%, exam 70%

Techno-pedagogy in Teaching and Learning

Lecturer: Dr. Nayif Awad

Course type: Elective lecture, 1 weekly hour, Semester

Information and ICT technologies are integrated into the educational practice, teaching, and learning in schools and provide students with a variety of opportunities for rich and meaningful learning. 

The course will review the innovative technologies relevant to teaching and learning in the 21st century, such as computer simulations, virtual reality, social networks, computer games, and more. Special emphasis will be given to the pedagogical potential inherent in each of these technologies through the wise use of different knowledge taxonomies to analyze the quality of techno-pedagogical educational practice. In addition, the course will shed light on the use of digital tools for teaching the discipline and will include examples of modern pedagogical models that can help teach the profession in various mediums. The course will be accompanied by practical experience to practice, experience, and strengthen the understanding of the contents.

Final grade components: assignments for asynchronous sessions 20%, classroom presentation in pairs 30%, final paper 50%.

Education, Values, and Everything in Between

Lecturer: Dr. Waleed Dallasheh

Course type: Required seminar, 2 weekly-hour, Annual

Values and ethics are two “super-concepts” that meet during the educational activity and call for the formation and implementation of a worldview, familiarity with educational and pedagogical concepts, and the clarification of opinions and personal positions. In the seminar, basic theories and concepts for value and moral education will be reviewed and complex and controversial educational situations, which call for value-ethical engagement and decision-making, will be discussed. Therefore, the goals of the course are to recognize, find out and clarify ‘values’; get to know the code of ethics of the education profession and professional development for educators; and develop sensitivity to ethical problems that arise in teaching and educational practice.

Final grade components: written report and ethical dilemma analysis 25%, report 25%, seminar work 50%.

Empirical Seminar in Teaching Mathematics

Lecturer: Dr. Abed al-Rahan Khalil

Course type: Required seminar, 2 weekly hrs., Annual

Prerequisites: Bachelor’s degree in mathematics or teaching mathematics (B.Ed)

The course will mainly deal with the teaching and learning methods of the mathematics subject for the upper division. It will include topics such as “Mathematics in an immersive environment”, treatment of struggling/excellent students within the framework of mathematics studies, the development of students’ algebraic-geometric knowledge, the development of quality academic discourse in mathematics classes, tactics for teaching fractions and developing fraction sense, and more. Students will be required to choose a topic from the course topics or any other topic in mathematics education suitable for elementary school (in coordination with the lecturer) and write a seminar paper.

Final grade components: active participation 10%, report and exercise sheet on the topic of a classroom presentation 30%, seminar paper 60%.

Empirical Seminar in Teaching English – ELT Methodology and Classroom Research
Lecturer: Prof. Jamal Asadi
Course type: Required seminar, 2 weekly-hrs., Annual.
The course examines the historical development of methods and approaches in English language teaching (ELT), as well as the principles, techniques, and practice of these methods. It offers insights into the nature of the four language domains and critically examines approaches to teaching them, and discusses such issues as social interaction, access to information, presentation, and appreciation of literature. Additionally, it examines a variety of methods for researching in classrooms, including classroom observation, action research, and content analysis, enabling students to carry out classroom research.
Final grade components: essay 15%, classroom presentation 15%, empirical research 70%.

Empirical Seminar in Teaching Computer Science

Lecturer: Dr. Walid Khalifa

Course type: Required seminar, 2 weekly hrs., Annual

The course will deal with a variety of areas in computer teaching that provide a broad and deep understanding to practitioners in the field in general and teachers in particular. Curricula in computer science, at the academic and high school level, from Israel and the world, will be presented, as well as problems that arise during teaching as well as solutions and coping approaches.

Final grade components: guided reading, summary, and presentation of one of the subjects taught in schools 50%; guided reading, summary, and presentation of one of the didactic articles 50%. Attendance and active participation are necessary conditions for receiving a grade in the course.

Quantitative Research Methods

Lecturer: Prof. Yaser Awad

Course type: Required lecture, 1 weekly hrs., Semester

Presenting the principles of scientific research as a systematic way of thinking; basic knowledge of statistics; knowledge of statistical indices and tests, use and analysis of results; basic control of data processing using SPSS software; and understanding and interpreting a data set.

Final grade components: final exam 100% (passing grade 60). Attendance is required (at least 80% of the classes).

Qualitative Research Methods

Lecturer: Prof. Kussai Haj

Course type: Required lecture, 1 weekly hrs., Semester

The qualitative methodology strives for a holistic and multidimensional look at human phenomena in the natural environment in which they occur. It does this through exposure, description, and interpretation of educational phenomena that are complex, dynamic, obscure, unique, and context-dependent. Alongside this, qualitative research is characterized by a variety of research types, areas of application, and methods of execution, which require familiarization, deepening, and refinement of diverse research skills.

Final grade components: submission of 2 interviews and presentation of findings on a topic coordinated with the lecturer 30%, final paper – mini qualitative research 70%.

Analysis of Empirical Studies

Lecturer: Prof. Yaser Awad

Course type: Required lecture, 1 weekly-hrs., Semester

Prerequisites: statistics and research methods (undergraduate)

The course will deal with the analysis of empirical studies (quantitative and qualitative) in various fields of education research in general and the teaching-learning-evaluation axis in particular. Students will experience critical reading of articles in professional journals with special reference to their methodological aspects and their educational implications; they will get to know and experience formulating questions regarding the content and meaning of all the elements of an essay and scientific research, as well as methods for improving or strengthening scientific investigation processes for understanding, improving and assimilating issues in educational research.

Final grade components: submission of an exercise 20% (optional), final paper 80-100%. Attendance and active participation are mandatory, as well as regular reading of relevant literature.

Action Research

Lecturer: Prof. Yaser Awad

Course type: Required lecture, 1 weekly-hrs., Semester

Action research is a legitimate way of creating knowledge by hands-on people (‘field personnel’) who study their work, following the development of the teaching profession into an academic profession. This course discusses the development of the concept of action research, its essence, advantages, and methodology.

Action research may advance practice by field personnel while empowering them to belong to the community of researchers and knowledge creators. Action research is a platform for a mutual relationship between the academy and the field of work so that the added value of the teacher is in practice and experience and the added value of the academy is in theory and methodology. Therefore, action research is a powerful tool for the teacher’s daily work.

Final grade components: attendance and active participation 20%, action research (to be carried out in pairs) 80%.

Educational Aspects in Teaching Mathematics

Lecturer: Dr. Abed al-Rahan Khalil

Course type: Required lecture, 2 weekly hrs., Annual

Topics will include a historical background of the development of various fields of mathematics, historical stories of mathematics and mathematicians, famous female mathematicians, a review of the development of Mathematical Notation, different methods of writing numbers, counting methods, the principle of position, the bases of counting, the decimal system, expanding the world of numbers: a- Rational, algebraic and transcendental numbers, compass and ruler construction problems and their role in the development of science, and more.

Final grade components: submission of exercises 30%, final paper 70%.

Mathematical Thinking, Thinking Style, and Cultivating Excellence and Creativity

Lecturer: Dr. Wafiq Hibi

Course type: Required lecture, 2 weekly hrs., Semester b

Prerequisites: introduction to algebra, geometry in the plane and space, calculus 1+2.

The course will examine the thinking mechanisms that affect coping in various mathematical fields (algebra, geometry, and analysis). Emphasis will be placed on the development of critical and research thinking that will allow students to be active partners in the analysis and development of the mathematical education field from a deep understanding of mathematical problems, dilemmas, considerations, and possibilities for creative breakthrough thinking.

Students will get to know the stages of mathematical development at different ages and their effect on success in high school; be exposed to prominent theories and discussions on the thinking styles and arithmetical and logical development among high school students; understand how mathematical language develops; learn to distinguish between normative arithmetical difficulties related to development and difficulties and impairments that require treatment; and develop the ability to use articles to understand mathematical development processes and keep up-to-date with teaching methods and the various technological aids.

Final grade components: exercises 30%, presentations 15%, final paper 55%.

The Integration of Technology in Teaching Mathematics

Lecturer: Prof. Moshe Barak

Course type: Required lecture, 2 weekly hrs., Annual

In recent years, the Ministry of Education has been leading an innovative program called “Adapting the Education System to the 21st Century”, which is centered on the implementation of innovative technologies in schools. The course will introduce students, in an in-depth and practical way, to the benefits (and limitations) of using computers in math classes and help them form a positive attitude towards teaching/learning math in technological environments. They will learn mathematics using various technological tools and means, and by combining their regular work with work in innovative and technology-rich learning environments. In addition, the students – being future teachers – will experience themselves in preparing computerized lesson plans that take advantage of the potential inherent in these technologies.

Final grade components: summary of an article and a classroom presentation 30%, preparation of an example of the use of a digital tool for teaching mathematics 30%, planning and creating an e-learning unit on a mathematical subject 40%.

Selected Problems in Teaching Computer Science

Lecturer: Dr. Walid Khalifa

Course type: Required lecture, 2 weekly hrs., Annual

The main goals of the course are to provide students with the ability to make use of teaching-learning strategies that encourage critical thinking and to know problem-solving strategies; knowledge of the two advanced units of computer science alongside selected subjects in the high school computer science curriculum; knowledge of misconceptions in high school computer science (including diagnosis and treatment); presentation of problems that arise during teaching as well as solutions and approaches to coping; and knowledge of information sources that may be used as aids for teaching the profession.

Final grade components: attendance and active participation 20%, guided reading reports and classroom presentation 30%, final paper and its classroom presentation 50%.

Selected Topics in Computer Science and their Integration in Solving Mathematical Problems

Lecturer: Prof. Moshe Barak

Course type: Required lecture, 2 weekly hrs., Annual

The course presents the connection and the strong proximity between the fields of computer science and mathematics. As part of the course, central principles, concepts, and methods from the field of computer science that may help solve pure mathematical problems (or problems with a mathematical context) will be explained and demonstrated. Special emphasis will be given to the use of professional and designated computer programs – including software, games, and simulations – to find solutions to mathematical problems in various methods, and in a way that encourages the learner to explore, discover, and think creatively and originally.

Final grade components: active participation and submission of exercises 20%, final exam 80%. Attendance at lectures is required.

Learning Environments and Information Technology

Lecturer: Prof. Moshe Barak 

Course type: Required lecture, 2 weekly hrs., Annual

The digital age and information and ICT technologies require the use of advanced technological teaching and learning environments while referring to central learning theories and up-to-date and appropriate pedagogies. A technological/computerized learning environment is an environment rich in information sources, information processing tools, and communication tools that present students with opportunities for interesting and challenging learning. They can develop technological skills, cultivate high thinking abilities, and promote educational processes based on research, analysis, and problem-solving.

The course, which is of a theoretical and practical nature, will review the innovative technological environments relevant to teaching and learning in the 21st century such as computer simulations, virtual reality, robotics, social networks, computer games, and more. Special emphasis will be given to the pedagogical potential inherent in each of the technologies while making intelligent use of different knowledge taxonomies to analyze the quality of the techno-pedagogical educational practice. Students will be exposed to a variety of online learning environments and will learn about their unique characteristics and principles of design and analysis.

Final grade components: assignments for asynchronous sessions 20%, classroom presentation in pairs 30%, final paper 50%.

Using Alternative Evaluation in the 21st-Century Classroom

Lecturer: Prof. Jamal Asadi

Course type: Required lecture, 2 weekly hrs., Annual

The course refers to key components of English as a foreign language (EFL) classroom evaluation (the tools, process, and participants). It focuses on theory and research findings in the field as well as practical and developmental aspects. It refers to the impact of national tests on teaching, learning, and assessment. It examines methods of EFL classroom evaluation considering different levels, learning styles, and abilities in heterogeneous classrooms. The course stresses the interdependence of teaching, learning, and evaluation, as evaluation is perceived as a means to promote learning. 

Final grade components: digital assignments (20%), presentations (40%), exam (40%). Attendance is a requirement.

Pedagogical Approaches that Promote Multicultural Relations in EFL Classroom

Instructor: Dr. Manal Yazbak Abu Ahmad
​​Course type: Lecture, 2 weekly-hrs., Annual
Due to various local and global processes, multiculturalism is characteristic of most societies. It has been increasingly challenging the relevance of traditional educational perspectives and practices to the diverse needs presented by students, as well as to their effectiveness in preparing students of diverse groups to live and function within a multicultural reality. The result is the evolvement of the multicultural education (ME) paradigm. The course aims to foster, among student teachers, the competencies required to function in multicultural educational settings and promote values of multiculturalism in their classroom. Focus is given to issues such as diversity and pedagogical approaches and tools that promote the goals of multiculturalism, and through the development of self-awareness regarding their perceptions of “otherness”.
Final grade components: engagement in forum activities 25%, keeping a reflective journal (guiding questions/tasks for each lesson) 15%, midterm 20%, final project 40%.

Writing as a Communicative Tool

Lecturer: Prof. Jamal Asadi 

Course type: Required lecture, 2 weekly-hrs., Annual.

In a globally competitive and technologically advanced world, the ability to convey ideas and persuade diverse audiences is critical to professional success in every organization. Focusing on written and oral presentations with particular attention to purpose and audience, the curriculum offers strategies for proficient and effective written communication skills in letters, memos, emails, reports, proposals, resumes, meetings, and presentations.

Classroom interaction, written assignments, collaborative media design, and team presentations provide multiple opportunities to demonstrate and enhance skills and to receive feedback on students’ professional communication styles. 

Final grade components: writing assignments and journals 15%, classroom presentations 15%, paper 70%. Attendance is required.

Practical Experience in Teaching Mathematics

Lecturer: Dr. Wafiq Hibi

Course type: Practical experience, 6 weekly-hrs., Annual

Prerequisites: Practical experience in general teaching

observing the work of experienced teachers

During the practical experience, the students will observe the work of cooperating teachers, as well as experience planning, managing, and teaching within experience classes.

The teaching process emphasizes imparting knowledge, cultivating up-to-date teaching skills, and developing a variety of skills, including, among other things: knowing the teaching professions’ ethics; identifying special needs and increasing assistance for struggling students; lesson and time management; constructing age-appropriate mathematical tasks and assignments and providing answers that are compatible with the differences between the students; using mathematical concepts and cultivating mathematical thinking skills among the students; developing the ability to conduct mathematical discussions that will help students conclude; being alert to common misconceptions and addressing them, and more.

Final grade components: cooperating teacher’s evaluation 20%, management of a portfolio 20%, evaluation by the pedagogical guide, and disciplinary teachers 60%. 

Practical Experience in Teaching English, Supervised Teaching Practice

Lecturer: Prof. Jamal Asadi 

Course type: Practical experience, 6 weekly-hrs., Annual.

Prerequisites: Practical experience in general teaching

Clinical training, in pedagogy, education, and discipline of English as a foreign language provides students, who experience teaching at junior high schools, with an opportunity to meet with experts from the academic college and veteran teachers with extensive teaching experience in the training schools. Through professional learning communities, students, training teachers, and academic supervisors will have the opportunity to explore their work while, learning and creating shared knowledge within the school.  Students will also be involved in action research together with their training teachers and academic supervisor. 

Practical experience provides students with the opportunity to connect education, discipline, and pedagogy. It is intended to develop their teaching skills within an institutional setting as well as their skills of critical reflection on the processes involved and to help them understand their actions as student teachers. 

Final grade components: classroom presentation 10%, portfolio 20%, research paper 20%, cooperating teacher’s evaluation 20%, pedagogical guide evaluation 30%.

Practical Experience in Teaching Computer Science

Lecturer: Dr. Walid Khalifa

Course type: Practical experience, 6 weekly-hrs, Annual

Prerequisites: Practical experience in general teaching

The practical experience will introduce the teaching students to the practical world of teaching in general and computer science teaching in particular. At the beginning of the year, this will be done by observing the work of experienced teachers, and then – gradually and intelligently – with practical experience within training classes.

During the practical experience, students will get to know the education system, different student populations, the Ministry of Education’s curriculum, different textbooks, and the didactic aids used in the different subjects and classes, and will experience a variety of teaching methods.

Final grade components: final project – planning, and execution of a complete activity corner 10%, cooperating teacher’s evaluation 20%, portfolio evaluation 20%, pedagogical guide evaluation 50%.

Practical Experience in General Teaching

Lecturer: Dr. Wafiq Hibi / Prof. Jamal Asadi / Dr. Walid Khalifa

Course type: Practical experience (required), 3 weekly-hrs., Semester

The practical experience prepares students for the applied side of teaching, serves as a platform for the application of the theoretical material studied within the disciplinary and pedagogical fields of knowledge, and allows them to consolidate their professional identity.

The course focuses on preparing students for the practical experience including getting to know the educational pedagogical resources in the college and school; getting to know the organizational and social system in the school; diagnosing the educational and classroom climate; guided observation of teaching, educational and social situations; getting to know the curricula and study materials; planning lesson plans; getting to know the stages of the educational process, and managing a pedagogical diary.

Final grade components: school involvement 10%, cooperating teacher’s evaluation 20%, pedagogical guide evaluation 30%, management of a portfolio 40%. Active participation in didactic workshop group meetings is required.

Didactic Workshop in Teaching Mathematics

Lecturer: Dr. Wafiq Hibi

Course type: Workshop, 2 weekly hrs., Annual

The main goals of the course include getting to know the Ministry of Education curriculum; a variety of teaching approaches and alternative teaching methods; and skills for building a study unit, preparing and managing a lesson, writing tests, and managing a teacher’s portfolio.

Final grade components: presentation 20%, portfolio 20%, planning and preparing 4 lesson plans 30%, writing two tests for two study units 30%. Active participation in classes is required.

Didactic Workshop in Teaching Computer Science

Lecturer: Dr. Walid Khalifa 

Course type: Workshop, 2 weekly-hrs., Annual

Prerequisites: Introduction to Computer Science 1 + 2, data structures

The workshop is designed to impart didactic approaches to teaching computer science and focuses mainly on basic topics in computer science, problem-solving methods, misconceptions and difficulties in studying computer science, teaching, and learning strategies. 

Final grade components: formulation and presentation of an unusual algorithmic problem 40%, summary and presentation of a school study unit 30%, summary and presentation of an article 30%.

Didactic Workshop in Teaching English

Lecturer: Prof. Jamal Asadi 

Course type: Workshop, 2 weekly-hrs., Annual.

Prerequisites: Practical experience in general teaching

The course provides students with techniques, principles, theories, and approaches to develop their expertise in English language teaching. It is intended to develop their teaching skills within an institutional setting, their mastery of critical reflection on the processes involved, and to help them understand their actions as student teachers. It also strengthens students’ ability to determine what is appropriate in any given context and to assess their strengths and weaknesses.

Final grade components: classroom presentation 20%, a portfolio reflecting on course contents 40%, research paper 40%.