Training Kuwaiti Teachers to Lead: A Case Study of Competitive Debate at the Basic Education College

Autor/in	Al-Rubaie, Reem
Titel	Training Kuwaiti Teachers to Lead: A Case Study of Competitive Debate at the Basic Education College
Quelle	In: International Journal of Higher Education, 11 (2022) 3, S.121-129 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Teacher Leadership; Case Studies; Foreign Countries; Teacher Education Programs; Constructivism (Learning); Teaching Methods; Ideology; Cooperative Learning; Transformative Learning; Student Attitudes; Thinking Skills; College Faculty; Debate; English (Second Language); Leadership Training; Second Language Learning; Kuwait + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Case study; Fallstudie; Case Study; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Ideologie; Kooperatives Lernen; Pädagogische Transformation; Schülerverhalten; Denkfähigkeit; Fakultät; Debating; Streitgespräch; English as second language; English; Second Language; Englisch als Zweitsprache; Führungslehre; Zweitsprachenerwerb
Abstract	This paper presents a case study of a competitive debate program designed for teachers-in-training at the Basic Education College in Kuwait. Stakeholders at different levels have expressed an interest in introducing more constructivist-based pedagogies into the Kuwaiti national education system, but institutional and ideological challenges have hindered implementation. Teachers at the college designed and implemented a debate program based on constructivist principles of authenticity, student meaning-making, collaboration, and high performance expectations. Survey data suggest that participants experienced debate as a transformative experience, changing their perception of themselves, of the world, and of their ability to effect change in it. Participants came to imagine themselves as future system leaders preparing future generations with higher-order skills involving complex solving, which an increasingly complex social reality demanded. From 2015 to 2018, a group of professors formed debate teams at the Kuwait University National English Debate League. This endeavour formed the empirical research presented here as evidence to support a move from instructivist teaching to constructivist learning for future teachers in Kuwait. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01