Teacher Education, Teacher Preparation and Professional Development of Secondary Schoolteachers in Light of Recent Global Trends

Banaga Taha El-Zubair, El-Rusheed Habob Mohammed, Huda Salem Alkubaisi


The purpose of this study is to present a brief overview of the nature of teacher education and preparation programs, and the professional development of secondary schoolteachers in the Arab world, and to offer insights into recent global trends in the matter.

By examining some of the relevant literature and scholarly work, this study’s main objective is to provide a comprehensive picture of the teacher-program-related policies offered by education colleges/institutions in the region in the light of global trends. To achieve this, the researchers surveyed most of the existing related studies conducted in the region. This was pursued through analysis of evidence, methodologies, underlying ideologies, and indicators of examined literature. Similarly, an analysis of publications relating to recent global trends was undertaken.

Results suggest that a comprehensive “five-year” teacher programs is ideal to be integrated into higher education in the Arab world due to its feasibility, affordability as well as lower financial costs. It was found that that the components of existing teacher programs must be subject to evaluation and review for further development. However, the results indicate not only that the strategy of candidate admission and enrollment in colleges are not based on appropriate criteria, but also that a clear policy for teaching licensure is ignored.

The study emphasizes the need to establish fully equipped teacher training centers. To attain this, we strongly suggest selecting or creating well-equipped and administratively affiliated schools to the colleges to provide an experimental environment for candidates to practice what they have learned. Achieving a balance between different course packages should be considered.

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DOI: https://doi.org/10.11114/jets.v7i11.4434


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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