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Article: Beyond antagonism? The discursive construction of 'new' teachers in the United Arab Emirates

TitleBeyond antagonism? The discursive construction of 'new' teachers in the United Arab Emirates
Authors
KeywordsStudent Teachers
Teacher Education Programs
Global Approach
English (Second Language)
English Instruction
Issue Date2006
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10476210.asp
Citation
Teaching Education, 2006, v. 17 n. 3, p. 225-237 How to Cite?
AbstractThe UAE, which celebrated independence in 1971, is a rapidly changing environment where aspects of traditional Bedouin culture co-exist with the immense changes being wrought by the forces of globalization and the wealth brought about by the development of the oil industry. Emirati nationals are a minority within the UAE, comprising approximately 20% of the population, and the majority of the schoolteachers are expatriates drawn from other Arabic speaking countries. Within this context, the Higher Colleges of Technology's Bachelor of Education degree in Teaching English to Young Learners prepares young UAE national women for English language teaching positions in local government schools. The research presented in this paper is drawn from this two-year study of student teachers and explores the discursive construction of the students' systems of knowledge and belief. The paper concludes with a critical consideration of the study's implications and some possible recommendations for teacher education in the UAE that may also have resonance for teacher education programs in other contexts.
Persistent Identifierhttp://hdl.handle.net/10722/222414
ISSN
2015 SCImago Journal Rankings: 0.508

 

DC FieldValueLanguage
dc.contributor.authorClarke, M-
dc.date.accessioned2016-01-14T07:22:21Z-
dc.date.available2016-01-14T07:22:21Z-
dc.date.issued2006-
dc.identifier.citationTeaching Education, 2006, v. 17 n. 3, p. 225-237-
dc.identifier.issn1047-6210-
dc.identifier.urihttp://hdl.handle.net/10722/222414-
dc.description.abstractThe UAE, which celebrated independence in 1971, is a rapidly changing environment where aspects of traditional Bedouin culture co-exist with the immense changes being wrought by the forces of globalization and the wealth brought about by the development of the oil industry. Emirati nationals are a minority within the UAE, comprising approximately 20% of the population, and the majority of the schoolteachers are expatriates drawn from other Arabic speaking countries. Within this context, the Higher Colleges of Technology's Bachelor of Education degree in Teaching English to Young Learners prepares young UAE national women for English language teaching positions in local government schools. The research presented in this paper is drawn from this two-year study of student teachers and explores the discursive construction of the students' systems of knowledge and belief. The paper concludes with a critical consideration of the study's implications and some possible recommendations for teacher education in the UAE that may also have resonance for teacher education programs in other contexts.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/10476210.asp-
dc.relation.ispartofTeaching Education-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectStudent Teachers-
dc.subjectTeacher Education Programs-
dc.subjectGlobal Approach-
dc.subjectEnglish (Second Language)-
dc.subjectEnglish Instruction-
dc.titleBeyond antagonism? The discursive construction of 'new' teachers in the United Arab Emirates-
dc.typeArticle-
dc.identifier.emailClarke, M: mclarke@hkucc.hku.hk-
dc.identifier.doi10.1080/10476210600849698-
dc.identifier.scopuseid_2-s2.0-33747452373-
dc.identifier.hkuros127935-
dc.identifier.volume17-
dc.identifier.issue3-
dc.identifier.spage225-
dc.identifier.epage237-
dc.publisher.placeUnited Kingdom-

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