Reimagining teacher preparation: An andragogical lens on transforming preservice education
<p dir="ltr">This study explored one preservice teacher education program through the perspective of andragogy, a framework traditionally associated with adult learning. Conducted at a college of education in Beirut, the research is based on semi-structured interviews with 24 undergr...
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| مؤلفون آخرون: | , |
| منشور في: |
2025
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| _version_ | 1864513524088176640 |
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| author | Najah AR Ghamrawi (23073778) |
| author2 | Norma Ghamrawi (7643180) Tarek Shal (17773482) |
| author2_role | author author |
| author_facet | Najah AR Ghamrawi (23073778) Norma Ghamrawi (7643180) Tarek Shal (17773482) |
| author_role | author |
| dc.creator.none.fl_str_mv | Najah AR Ghamrawi (23073778) Norma Ghamrawi (7643180) Tarek Shal (17773482) |
| dc.date.none.fl_str_mv | 2025-10-14T09:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1177/14779714251388277 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Reimagining_teacher_preparation_An_andragogical_lens_on_transforming_preservice_education/31169287 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Curriculum and pedagogy Education policy, sociology and philosophy Education systems Andragogy teacher education teacher education programs adult learning theories |
| dc.title.none.fl_str_mv | Reimagining teacher preparation: An andragogical lens on transforming preservice education |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <p dir="ltr">This study explored one preservice teacher education program through the perspective of andragogy, a framework traditionally associated with adult learning. Conducted at a college of education in Beirut, the research is based on semi-structured interviews with 24 undergraduate student-teachers in their final year of a bachelor’s degree program. The thematic analysis revealed significant misalignments between the program’s design and andragogical principles, particularly in relation to learner autonomy, reflective practice, and intrinsic motivation. The findings underscore the necessity of reimagining teacher education not merely as a credentialing process, but as an active space for professional formation, where prospective teachers are empowered to shape their own learning paths and engage critically with the intersection of their lived experiences and academic content. To this end, the study advocates for a transformative approach that unboxes learning beyond accreditation, integrates professors with K-12 teaching experience, and fosters a culture of ongoing professional development. These recommendations not only offer pragmatic solutions for improving the program but also contribute to the broader discourse on how teacher preparation programs worldwide can evolve to cultivate reflective, self-directed professionals capable of traversing the complexities of modern educational landscapes.</p><h2 dir="ltr">Other Information</h2><p dir="ltr">Published in: Journal of Adult and Continuing Education<br>License: <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">https://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1177/14779714251388277" target="_blank">https://dx.doi.org/10.1177/14779714251388277</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_05024d68439c613f5adcba30550f7c54 |
| identifier_str_mv | 10.1177/14779714251388277 |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/31169287 |
| publishDate | 2025 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Reimagining teacher preparation: An andragogical lens on transforming preservice educationNajah AR Ghamrawi (23073778)Norma Ghamrawi (7643180)Tarek Shal (17773482)EducationCurriculum and pedagogyEducation policy, sociology and philosophyEducation systemsAndragogyteacher educationteacher education programsadult learning theories<p dir="ltr">This study explored one preservice teacher education program through the perspective of andragogy, a framework traditionally associated with adult learning. Conducted at a college of education in Beirut, the research is based on semi-structured interviews with 24 undergraduate student-teachers in their final year of a bachelor’s degree program. The thematic analysis revealed significant misalignments between the program’s design and andragogical principles, particularly in relation to learner autonomy, reflective practice, and intrinsic motivation. The findings underscore the necessity of reimagining teacher education not merely as a credentialing process, but as an active space for professional formation, where prospective teachers are empowered to shape their own learning paths and engage critically with the intersection of their lived experiences and academic content. To this end, the study advocates for a transformative approach that unboxes learning beyond accreditation, integrates professors with K-12 teaching experience, and fosters a culture of ongoing professional development. These recommendations not only offer pragmatic solutions for improving the program but also contribute to the broader discourse on how teacher preparation programs worldwide can evolve to cultivate reflective, self-directed professionals capable of traversing the complexities of modern educational landscapes.</p><h2 dir="ltr">Other Information</h2><p dir="ltr">Published in: Journal of Adult and Continuing Education<br>License: <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">https://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1177/14779714251388277" target="_blank">https://dx.doi.org/10.1177/14779714251388277</a></p>2025-10-14T09:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1177/14779714251388277https://figshare.com/articles/journal_contribution/Reimagining_teacher_preparation_An_andragogical_lens_on_transforming_preservice_education/31169287CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/311692872025-10-14T09:00:00Z |
| spellingShingle | Reimagining teacher preparation: An andragogical lens on transforming preservice education Najah AR Ghamrawi (23073778) Education Curriculum and pedagogy Education policy, sociology and philosophy Education systems Andragogy teacher education teacher education programs adult learning theories |
| status_str | publishedVersion |
| title | Reimagining teacher preparation: An andragogical lens on transforming preservice education |
| title_full | Reimagining teacher preparation: An andragogical lens on transforming preservice education |
| title_fullStr | Reimagining teacher preparation: An andragogical lens on transforming preservice education |
| title_full_unstemmed | Reimagining teacher preparation: An andragogical lens on transforming preservice education |
| title_short | Reimagining teacher preparation: An andragogical lens on transforming preservice education |
| title_sort | Reimagining teacher preparation: An andragogical lens on transforming preservice education |
| topic | Education Curriculum and pedagogy Education policy, sociology and philosophy Education systems Andragogy teacher education teacher education programs adult learning theories |