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- W3003792550 abstract "This study investigated student teachers’ preferred active learning strategies, and those which they actually received during their teacher preparation programmes. An explanatory mixed methods research design was adopted, including a survey completed by 308 participants and group interviews involving 38 participants. Data were gathered from student teachers completing their university education in three countries: Qatar, Lebanon, and China. Results indicated the prevalence of and a preference for a passive mode of instruction among student teachers as a convenient approach that would guarantee good grades from assessment procedures favouring memorization. Further, several inconsistencies between the quantitative and qualitative data revealed challenges in reconciling the theory-practice gap, changing perceptions towards alternative teacher roles, and realigning assessment procedures with innovative teaching methods." @default.
- W3003792550 created "2020-02-07" @default.
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- W3003792550 date "2020-01-29" @default.
- W3003792550 modified "2023-10-16" @default.
- W3003792550 title "Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China" @default.
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- W3003792550 doi "https://doi.org/10.1080/02188791.2020.1717436" @default.
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