Abdallah Asma Khaleel, Musah Mohammed Borhandden
Foundation of Education Department, College of Education, United Arab Emirates University, Al-Ain, United Arab Emirates.
Department of Education Studies, Bahrain Teachers College, University of Bahrain, Sakheer, Bahrain.
Heliyon. 2021 Nov 10;7(11):e08348. doi: 10.1016/j.heliyon.2021.e08348. eCollection 2021 Nov.
There is neither a universally recognized teacher licensure system, nor consensus on the criteria for assessing how teacher licensing programs affect the quality of teachers. This is the study to assess the licensing program impact on the professional qualities of UAE teachers. The perception survey was piloted with a group of teachers from random UAE schools. A survey method with valid tests and descriptive statistics were used to determine the self-evaluation of teachers in a wide range of competencies related to licensing. Teacher self-evaluate themselves during the test accentuates strong social competence, while professional qualities and professional growth received significantly lower scores. A strong direct correlation was found between test size and participants' experience. There was no correlation between the quality of the assessment and gender or age factors. The results of the study are aimed at helping government and academic policymakers to obtain feedback from teachers on educational reforms. Both the results of the study and the methods of its implementation can be expanded beyond the UAU due to the typological similarity of problems of licensing of teachers in different countries. The originality and novelty of the research is presented by the analysis of the subjective assessment of their results by teachers who passed licensing for the first time in the conditions of UAE, where the licensing system is in the process of formation. The findings of the study demonstrate the points of further development of the newly created teacher licensing system.
既没有一个普遍认可的教师资格认证体系，对于评估教师资格认证项目如何影响教师质量的标准也没有达成共识。本研究旨在评估认证项目对阿联酋教师专业素质的影响。感知调查在阿联酋随机抽取的学校中的一组教师中进行了试点。采用了带有有效测试和描述性统计的调查方法来确定教师在与认证相关的广泛能力方面的自我评估。教师在测试过程中的自我评估突出了较强的社交能力，而专业素质和职业发展的得分则显著较低。测试规模与参与者的经验之间存在很强的直接相关性。评估质量与性别或年龄因素之间没有相关性。该研究结果旨在帮助政府和学术政策制定者获得教师对教育改革的反馈。由于不同国家教师认证问题的类型相似，该研究的结果及其实施方法都可以在阿联酋以外的地区推广。该研究的创新性在于分析了在阿联酋认证体系正在形成的情况下首次通过认证的教师对其结果的主观评估。该研究结果表明了新创建的教师认证体系的进一步发展方向。
