broumana march 26 and 27, 2011. zalpha ayoubi march 27, 2011
TRANSCRIPT
3rd Annual Conference of Educational Research Center on
Teacher Education and Educational Measurement
BroumanaMarch 26 and 27 2011
Revamping Teacher Education at the Lebanese University
The New LMD Curricula at the Faculty of Education
Zalpha AyoubiMarch 27 2011
OutlineTeacher Education in Lebanese
UniversityThe New LMD SystemLMD at the Lebanese UniversityLMD at the Faculty of EducationProblems in ImplementationChallenges
Teacher Education in Lebanese University
The Lebanese University was established in 1951 to serve the diverse social groups that make up Lebanese society
The first department was The High Teachers Institution which was then replaced by the Faculty of Education
Secondary School Teacher PreparationFive-year program following High SchoolIn 1980 2 years following License
(Equivalent to a Masters degree)In 2003 1 year following Bachelor degree In 2011 The new LMD professional Master 2
years after License
Elementary School Teacher PreparationStarted in 1988 as general education
preparation1997 curricula replaced the general
elementary teacher preparation with specialized preparation on the basis of the cycle and the teaching subjects There was balance between the general common courses and the specialized course (total 120 credits 1560 hours)
In 2008 The new LMD system curricula
LMD SystemThe LMD system is an organizational
framework for university courses which is currently being implemented in European countries
The term LMD (License - Master - Doctorate) corresponds to the application of the principles for implementation of the European Higher Education Area as defined by the Bologna process
Aims of the LMD system To allow for the comparison and
harmonization of European qualificationsTo promote student mobilityTo improve the transparency of qualifications
on the job market
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Revamping Teacher Education at the Lebanese University
The New LMD Curricula at the Faculty of Education
Zalpha AyoubiMarch 27 2011
OutlineTeacher Education in Lebanese
UniversityThe New LMD SystemLMD at the Lebanese UniversityLMD at the Faculty of EducationProblems in ImplementationChallenges
Teacher Education in Lebanese University
The Lebanese University was established in 1951 to serve the diverse social groups that make up Lebanese society
The first department was The High Teachers Institution which was then replaced by the Faculty of Education
Secondary School Teacher PreparationFive-year program following High SchoolIn 1980 2 years following License
(Equivalent to a Masters degree)In 2003 1 year following Bachelor degree In 2011 The new LMD professional Master 2
years after License
Elementary School Teacher PreparationStarted in 1988 as general education
preparation1997 curricula replaced the general
elementary teacher preparation with specialized preparation on the basis of the cycle and the teaching subjects There was balance between the general common courses and the specialized course (total 120 credits 1560 hours)
In 2008 The new LMD system curricula
LMD SystemThe LMD system is an organizational
framework for university courses which is currently being implemented in European countries
The term LMD (License - Master - Doctorate) corresponds to the application of the principles for implementation of the European Higher Education Area as defined by the Bologna process
Aims of the LMD system To allow for the comparison and
harmonization of European qualificationsTo promote student mobilityTo improve the transparency of qualifications
on the job market
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
OutlineTeacher Education in Lebanese
UniversityThe New LMD SystemLMD at the Lebanese UniversityLMD at the Faculty of EducationProblems in ImplementationChallenges
Teacher Education in Lebanese University
The Lebanese University was established in 1951 to serve the diverse social groups that make up Lebanese society
The first department was The High Teachers Institution which was then replaced by the Faculty of Education
Secondary School Teacher PreparationFive-year program following High SchoolIn 1980 2 years following License
(Equivalent to a Masters degree)In 2003 1 year following Bachelor degree In 2011 The new LMD professional Master 2
years after License
Elementary School Teacher PreparationStarted in 1988 as general education
preparation1997 curricula replaced the general
elementary teacher preparation with specialized preparation on the basis of the cycle and the teaching subjects There was balance between the general common courses and the specialized course (total 120 credits 1560 hours)
In 2008 The new LMD system curricula
LMD SystemThe LMD system is an organizational
framework for university courses which is currently being implemented in European countries
The term LMD (License - Master - Doctorate) corresponds to the application of the principles for implementation of the European Higher Education Area as defined by the Bologna process
Aims of the LMD system To allow for the comparison and
harmonization of European qualificationsTo promote student mobilityTo improve the transparency of qualifications
on the job market
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Teacher Education in Lebanese University
The Lebanese University was established in 1951 to serve the diverse social groups that make up Lebanese society
The first department was The High Teachers Institution which was then replaced by the Faculty of Education
Secondary School Teacher PreparationFive-year program following High SchoolIn 1980 2 years following License
(Equivalent to a Masters degree)In 2003 1 year following Bachelor degree In 2011 The new LMD professional Master 2
years after License
Elementary School Teacher PreparationStarted in 1988 as general education
preparation1997 curricula replaced the general
elementary teacher preparation with specialized preparation on the basis of the cycle and the teaching subjects There was balance between the general common courses and the specialized course (total 120 credits 1560 hours)
In 2008 The new LMD system curricula
LMD SystemThe LMD system is an organizational
framework for university courses which is currently being implemented in European countries
The term LMD (License - Master - Doctorate) corresponds to the application of the principles for implementation of the European Higher Education Area as defined by the Bologna process
Aims of the LMD system To allow for the comparison and
harmonization of European qualificationsTo promote student mobilityTo improve the transparency of qualifications
on the job market
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Secondary School Teacher PreparationFive-year program following High SchoolIn 1980 2 years following License
(Equivalent to a Masters degree)In 2003 1 year following Bachelor degree In 2011 The new LMD professional Master 2
years after License
Elementary School Teacher PreparationStarted in 1988 as general education
preparation1997 curricula replaced the general
elementary teacher preparation with specialized preparation on the basis of the cycle and the teaching subjects There was balance between the general common courses and the specialized course (total 120 credits 1560 hours)
In 2008 The new LMD system curricula
LMD SystemThe LMD system is an organizational
framework for university courses which is currently being implemented in European countries
The term LMD (License - Master - Doctorate) corresponds to the application of the principles for implementation of the European Higher Education Area as defined by the Bologna process
Aims of the LMD system To allow for the comparison and
harmonization of European qualificationsTo promote student mobilityTo improve the transparency of qualifications
on the job market
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Elementary School Teacher PreparationStarted in 1988 as general education
preparation1997 curricula replaced the general
elementary teacher preparation with specialized preparation on the basis of the cycle and the teaching subjects There was balance between the general common courses and the specialized course (total 120 credits 1560 hours)
In 2008 The new LMD system curricula
LMD SystemThe LMD system is an organizational
framework for university courses which is currently being implemented in European countries
The term LMD (License - Master - Doctorate) corresponds to the application of the principles for implementation of the European Higher Education Area as defined by the Bologna process
Aims of the LMD system To allow for the comparison and
harmonization of European qualificationsTo promote student mobilityTo improve the transparency of qualifications
on the job market
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
LMD SystemThe LMD system is an organizational
framework for university courses which is currently being implemented in European countries
The term LMD (License - Master - Doctorate) corresponds to the application of the principles for implementation of the European Higher Education Area as defined by the Bologna process
Aims of the LMD system To allow for the comparison and
harmonization of European qualificationsTo promote student mobilityTo improve the transparency of qualifications
on the job market
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Aims of the LMD system To allow for the comparison and
harmonization of European qualificationsTo promote student mobilityTo improve the transparency of qualifications
on the job market
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Main aspects of LMDCourses are organized by semestersCourses are designed along study paths with a logical
progressionThe study paths are made up of a combination of
Courses which are either compulsory optional or freeThe successful completion of a Course is rewarded
with credits known as ECTS (European Credit Transfer System) which can be transferred and are accumulated
The ECTS reflect the overall workload of the student (courses experiments class work personal work etc)
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
LMD at the Lebanese University (1)LMD system was adopted by the Lebanese
University in 2005 (decree 14840)Reasons
To unify the educational system at the LUTo be in alignment with the European new
systemTo have a more flexible system (departments
and faculties)To be open to the job market (qualifications of
the graduate)
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
LMD at the Lebanese University (2)University Degrees
Licence (Bachelor)Master Professional and ResearchDoctorat (PhD)
Credit SystemOne credit is equivalent to 20 hours (total
student workload)Each semester is composed of 30 credits
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
LMD at the Lebanese University (3)Courses
One course represents the teaching unit dealing with one subject area during one semester Each course is composed of 2-6 credits
Courses are either obligatory elective or free Obligatory courses more than 120 credits Free courses less than 20 credits
Distribution of course hours according to lectures (focus on theory) and classwork (Travaux Dirigeacutes or TD and Travaux Pratiques or TP)
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
LMD at the Lebanese University (4)Updating the specialties and content of
coursesAdopting new teaching and assessment
methodsstudent-centered approaches to teaching and
learning continuous assessment
Teachers are required to review their teaching and assessment methods individually and collectively
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
LMD at the Faculty of Education (1)The LMD courses are organized into three
levels Licence 6 semesters (3-5 years of study) Master 4 semesters (2-4 years of study)Doctorate 6 semesters of research (3-5 years
of study) In Licence students are expected to attend
300 hours in a 13 week period (ie 23 hoursweek)
In Master students are expected to attend 210 hours in 14 week period (ie 15 hoursweek)
Master professional and research
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
LMD at the Faculty of Education (2)License Specialties
Teaching of Arabic Language at the Elementary Level Teaching of French Language at the Elementary Level Teaching of English Language at the Elementary Level Teaching of Mathematics at the Elementary Level (French and
English) Teaching of Science at the Elementary Level (French and English) Teaching of Social Studies at the Elementary Level
Early Childhood Education (French and English)
Physical and Sports Education Music Education Art Education
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Distribution of Credits ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
68˱Ωϳλ έ
378
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΎϳΟϭϟϭϧϛΗ(ΓΩϧΎγϣΕ έέϘϣ8ˬΕΎϐϟ10)
70˱Ωϳλ έ
389
36˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲγϳέϟι λ ΧΗϟϝϘΣ
34˱Ωϳλ έ
(24 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
36˱Ωϳλ έ
20
20˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ϲϋέϔϟι λ ΧΗϟϝϘΣ)ϱέΎϳΗΧ( 16˱Ωϳλ έ
(12 + 4) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Distribution of Credits (ECE)ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
70˱Ωϳλ έ
389
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
12ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
34˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
84˱Ωϳλ έ
467
62˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
22˱Ωϳλ έ
(12 + 10) +ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
ϡϳϠόΗΔγέΎϣϣ
20˱Ωϳλ έ
111
(ΔϳέΎϳΗΧΕ έέϘϣ8Δˬϐϟ8ΔˬϐϟϡϳϠόΗ4)ϡϳϠόΗΔγέΎϣϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Distribution of Credits (Sports Music Art)
ΓΩλέϼϟϡΎόϟϊϳίϭΗϟ
66˱Ωϳλ έ
367
24˱Ωϳλ έ ΔϳΑέΗϟϝϭλ ϝϙέΗηϣϟωΫΟ
10ΓΩλ έ ϱϭΑέΗϟαϔϧϟϡϠϋ
32˱Ωϳλ έ ΓΩϧΎγϣΕέέϘϣ
88˱Ωϳλ έ
489
46˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣ ι λ ΧΗϟϝϘΣ
42˱Ωϳλ έ ι Ύλ ΗΧϻΓΩΎϣϡϳϠόΗ
20˱Ωϳλ έ
111
ΔϳέΎϳΗΧΕέέϘϣ
6ΓΩλ έ
33
ΓέΣΕέέϘϣ
180˱Ωϳλ έ ωϭϣΟϣϟ
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Course Syllabus (1)
Course Name Strategies for Teaching Science 1Code No of Credits 4Language of Instruction EnglishFrenchTeaching Hours 40Teaching Hours Distribution TH (28) TD (12)
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Course Syllabus (2)1 General Objectives 2 Intended Learning Outcomes3 Course Outline4 Methods of Teaching5 Evaluation6 References
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Problems in ImplementationStudents are overwhelmed with the heavy load
they haveMany instructors did not change the lecturesrsquo
contents in the subjects they teach and their assessment practices
The evaluation system is not homogeneous as instructors use different evaluation techniques
Practicum coursesNo collaboration with members of the
professional communityAdministration of the program
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
ChallengesInternational Standards of Teacher EducationTeaching for the 21st century skills
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
NCATE StandardsStandard 1 Candidate Knowledge Skills and
Professional DispositionsStandard 2 Assessment System and Unit
EvaluationStandard 3 Field Experiences and Clinical
PracticeStandard 4 DiversityStandard 5 Faculty Qualifications
Performance and DevelopmentStandard 6 Unit Governance and Resources
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
QAA StandardsAcademic standards
ILOs (Intended Learning Outcomes)CurriculumAssessmentStudent Achievement
Quality of learning opportunitiesTeaching and LearningStudent progressionLearning Resources
Quality assurance and enhancement
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
21st Century SkillsLearning and Innovation Skills (creativity and
innovation critical thinking problem solving communication and collaboration
Information Media and Technology Skills Core Subjects and 21st Century Themes (global
awareness financial literacy etc) Through the study of a series of global issues students increase their global awareness and explore content related to business amp economics science amp technology and society amp politics
Life and Career Skills (initiative self-direction etc)
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Teacher Education for 21st Century (1)Content Area preparation should not simply be a
sampling of undergraduate courses with no unifying threads
the courses in the major should require experiences that synthesize not only the content but also the methodological and epistemological framework that guides inquiry in that domain
In teacher education programs all teachers should participate in subject-specific methods courses that include regular opportunities to engage in the kinds of intellectual work characterized by the 21st Century skills
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Teacher Education for 21st Century (2)During practice teaching pre-service
teachers should be placed in schools with cooperating teachers and trainers who are competent with meaningful inquiry work
and fostering 21st Century skills understand how to use all forms of assessment
to give feedback to students and modify instruction
understand how to scaffold novices as they try out these practices themselves
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-
Keeping in MindTeacher Education is
a continuum of programs and professional experiences that enables individuals to move from college preparation for teaching to careers in teaching subject areas
a career-long process that allows teachers to acquire and regularly update the content knowledge and pedagogy needed to teach in ways that enhance student learning and achievement
- 3rd Annual Conference of Educational Research Center on Teach
- Revamping Teacher Education at the Lebanese University The New
- Outline
- Teacher Education in Lebanese University
- Secondary School Teacher Preparation
- Elementary School Teacher Preparation
- LMD System
- Aims of the LMD system
- Main aspects of LMD
- LMD at the Lebanese University (1)
- LMD at the Lebanese University (2)
- LMD at the Lebanese University (3)
- LMD at the Lebanese University (4)
- LMD at the Faculty of Education (1)
- LMD at the Faculty of Education (2)
- Distribution of Credits
- Distribution of Credits (ECE)
- Distribution of Credits (Sports Music Art)
- Course Syllabus (1)
- Course Syllabus (2)
- Problems in Implementation
- Challenges
- NCATE Standards
- QAA Standards
- Slide 25
- 21st Century Skills
- Teacher Education for 21st Century (1)
- Teacher Education for 21st Century (2)
- Keeping in Mind
-