Developing Future Skills in Teacher Education: Insights from Omani Pre-Service Teachers
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| Title: | Developing Future Skills in Teacher Education: Insights from Omani Pre-Service Teachers |
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| Language: | English |
| Authors: | Mahmoud Eid, Said Al-Senaidi |
| Source: | Journal of Interdisciplinary Studies in Education. 2025 14(3):56-79. |
| Availability: | STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teacher Education, Preservice Teachers, Skill Development, Student Attitudes, Communication Skills, Problem Solving |
| Geographic Terms: | Oman |
| ISSN: | 2166-2681 2690-0408 |
| Abstract: | This study uses a quantitative methodology, employing a structured questionnaire, to examine the effectiveness of courses offered by Rustaq College of Education in enhancing students' future skills. The study focuses on pre-service teachers' perceptions within the context of the Omani Future Skills Paradigm Framework. The study results show that these courses play a critical role in developing essential competencies, particularly in embracing diversity and open-mindedness. The study also identifies areas for improvement, including the need for ongoing development, and clearer problem articulation. The study found that students value interactive learning, and respectful collaboration in diverse teams. This study provides insights that could improve teacher education by prioritizing future skills and informing professional development programs for teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479195 |
| Database: | ERIC |
| Abstract: | This study uses a quantitative methodology, employing a structured questionnaire, to examine the effectiveness of courses offered by Rustaq College of Education in enhancing students' future skills. The study focuses on pre-service teachers' perceptions within the context of the Omani Future Skills Paradigm Framework. The study results show that these courses play a critical role in developing essential competencies, particularly in embracing diversity and open-mindedness. The study also identifies areas for improvement, including the need for ongoing development, and clearer problem articulation. The study found that students value interactive learning, and respectful collaboration in diverse teams. This study provides insights that could improve teacher education by prioritizing future skills and informing professional development programs for teachers. |
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| ISSN: | 2166-2681 2690-0408 |
