Relevant bibliographies by topics / Teachers, Foreign Arab countries Attitudes

Academic literature on the topic 'Teachers, Foreign Arab countries Attitudes'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teachers, Foreign Arab countries Attitudes"

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Zhura, Viktoria V., and Yulia V. Rudova. "A Sociocultural Perspective on Learning: Arabic And Indian Medical Students Compared." SHS Web of Conferences 69 (2019): 00141. http://dx.doi.org/10.1051/shsconf/20196900141.

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The sociocultural backdrop of international students coming to a foreign country from different cultural and social environments plays a key role in shaping their attitude towards learning. The article explores and compares the motivational drives of international students from the Arab countries and India, which underlie their attitude to academic activities and academic progress. We used the method of systematic literature review, a questionnaire survey, comparative, quantitative, and qualitative analyses to obtain data on the value systems, traditions, and worldview of international students, which will make it possible for educators to appreciate the cultural contexts these students are embedded in. Social and cultural awareness of different aspects of the students’ value systems will enable teachers in host countries to contribute effectively to international student integration into the educational process.
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Khoury-Kassabri, Mona, and Aya Ben-Harush. "Discipline Methods within the Israeli Education System: Arab and Jewish teachers’ Attitudes." International Journal of Children's Rights 20, no. 2 (2012): 265–78. http://dx.doi.org/10.1163/157181811x573084.

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Arab and Jewish teachers’ attitudes regarding punitive and non-punitive methods to correct students’ misbehaviour were examined. The study used data from 538 classroom teachers in Israel. Teachers’ attitudes are examined using the Dimensions of Discipline Inventory. The results revealed that teachers highly approve the use of non-punitive discipline methods. Still, many teachers supported the use of punitive discipline methods to correct students’ misbehaviour. Punitive discipline methods were more supported by Arab teachers compared to Jewish teachers, especially when the violence was directed toward a teacher. These results may reflect teachers’ lack of knowledge; many teachers use corporal punishment and other punitive discipline methods because they lack the alternative skills and tools to deal with students misbehaviour. Hence, it is essential to help teachers cope effectively with difficult situations without resorting to violence. Training opportunities for teachers in Israel and other countries need to be expanded.
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Eilam, Billie. "“Passing Through” a Western-Democratic Teacher Education: The Case of Israeli Arab Teachers." Teachers College Record: The Voice of Scholarship in Education 104, no. 8 (December 2002): 1656–701. http://dx.doi.org/10.1177/016146810210400808.

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The Israeli educational milieu contains two different cultures with separate educational systems: the Arab culture, distinguished by its traditional and collectivist orientation despite undergoing a process of modernization, and the Jewish Western-democratic, individualistic culture. This study describes a unique multiculturalistic phenomenon whereby Arab students, who have been educated in the context of the Arab family and school culture, “pass through” a Western-oriented teacher education program and then return to teach in their own culture. The study traces the development of awareness regarding the impact of cultural factors on education among several groups: Arab (and some Jewish) teacher trainees prior to, during, and after their university training; experienced Arab teachers working in the field; and Arab experts in education. The study focuses on the Arab teacher trainees’ ability to make sense of the knowledge presented in the training program, in light of their own prior knowledge and beliefs as well as other difficulties related to studying in a foreign language and unfamiliar style. Changes in the Arab teacher trainees’ beliefs and attitudes are traced as they construct bodies of knowledge along the path toward becoming teachers, and their notions of how the newly acquired knowledge can be applied in the Arab community are also investigated.
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Alshumaimeri, Yousif, Amani Gashan, and Ebrahim Bamanger. "Virtual worlds for collaborative learning: Arab EFL learners' attitudes toward Second Life." World Journal on Educational Technology: Current Issues 11, no. 3 (July 31, 2019): 198–204. http://dx.doi.org/10.18844/wjet.v11i3.4235.

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In the Arab world, there is a lack of research investigating the use of virtual games to support learning English as a foreign language (EFL). The aim of this study was to examine EFL learners' attitudes towards the integration of the Second Life virtual game as a collaborative instructional tool. A descriptive inquiry method was followed, and data gathered using a questionnaire that had been tested for validity and reliability. Forty-one undergraduates, enrolled in two computer-assisted language learning classes, at a school of education represent the study sample. Findings indicated that the majority were in favor of using virtual worlds as collaborative learning contexts. Recommendations include that: 1) EFL teachers be trained to utilize virtual games; 2) EFL learners be encouraged to utilize virtual portals as collaborative learning opportunities to engage with target foreign language speakers around the world, and 3) EFL instructors create learning tasks requiring learners to interact with other language speakers in virtual games to ensure rich language exposition. Moreover, it is recommended that further studies consider a qualitative design that makes use of in-depth observations and interviews to explore learners’ attitudes about the integration of this technology in an EFL context.
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Maziak, W., F. Mzayek, and M. Al Moushareff. "Smoking behaviour among schoolteachers in the north of the Syrian Arab Republic." Eastern Mediterranean Health Journal 6, no. 2-3 (June 15, 2000): 352–58. http://dx.doi.org/10.26719/2000.6.2-3.352.

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Characterizing the smoking habit in specific populations is important for health planners and policy-makers. We studied the smoking patterns of schoolteachers in Saraqeb, Syrian Arab Republic and found that 52.1% of males and 12.3% of females were current smokers. Male daily smokers smoked 20 +/- 1 cigarettes per day, females 10 +/- 4. Males had smoked for, on average, 16 +/- 1 years, females for 9 +/- 4 years. Daily smokers buying foreign brands spent 22.0% of their monthly income on cigarettes, while those smoking local brands spent 12.2%. Most teachers who smoked did so openly at school. Smoking among teachers should receive attention because it is closely related to the attitudes and practices of young people towards smoking
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Wilkins, Karin G. "US prisms and prejudice through mediating the Middle East." International Communication Gazette 82, no. 6 (June 4, 2019): 526–44. http://dx.doi.org/10.1177/1748048519853752.

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Mediating the Middle East engages social and political constructions that articulate sentiment within the United States, with consequences not only to foreign policies and relationships, but also to experiences of Arab and Muslim citizens. Engagement with media narratives is expected to become particularly relevant when people do not share a resonating identity or direct experience with the community being projected. I position this research as an entry into how we might understand the primacy of dominant media narratives in shaping norms that contribute to discriminatory practices. Through this analysis, I focus on the concerns of Arab and Muslim Americans, considering the consequences of negative media characterizations of Islam, of Arab communities, and of the Middle East. This study builds on a national survey of adult United States citizens (n = 1416), with a targeted proportion of Arab American residents. These attitudes toward fellow citizens as well as foreign countries are considered in relation to extent of engagement with popular culture, specifically action-adventure given its role in Hollywood narratives featuring the Middle East. Attitudes toward Arab and Muslim communities within the United States as well as in the Middle East are demonstrated to be related to this form of media engagement.
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Muradi, Ahmad. "PENGEMBANGAN KOMPETENSI GURU BAHASA ARAB MELALUI IMLA SEBAGAI ORGANISASI PROFESI." Arabi : Journal of Arabic Studies 1, no. 2 (December 31, 2016): 1. http://dx.doi.org/10.24865/ajas.v1i2.2.

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This study aims to explain the role of IMLA in developing Arabic teacher competences. Indeed a teacher is a precious profession, carrying valuable tasks to educate and build character of the nation. Teacher is a precious profession to create a good life. Therefore, teacher should develop their competences including Arabic language teacher. The intended competences in Arabic language learning are language competence, communicative competence, and cultural competence. IMLA is the abbreviation of (Ittiha>d Mudarrisi al-Lughah al-‘Arabiyyah), a organization established to build and develop Arabic teachers’ competences in Indonesia. This opportunity is given to Arabic teachers in IMLA organization to affiliate with its agendas, management, and association in local, national, and international scope. There are many information will be gained through the various agendas to develop teachers’ competence. For the example is like attending seminars, workshops, and other trainings held by the organization. IMLA organization is able to connect local teachers and lecturers to the foreign ones especially from Arabic emirate countries.
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Komlosi-Ferdinand, Flora. "The Students, the Local and the Foreign: Drama of Identity and Language in Mongolian-English Bilingual Schools." Journal of Language and Education 6, no. 3 (September 30, 2020): 153–66. http://dx.doi.org/10.17323/jle.2020.10297.

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Education in bilingual schools aims to equip learners with balanced bilingualism, increased (bi)cultural capital and a global mindset. Nevertheless, in a growing number of countries only local children attend such institutions, where foreign teachers are the almost exclusive manifestations of ‘globalness’. Dynamics among foreign and local teachers and students shape learners’ attitudes, their learning outcome and identity formation to an unexpected degree. This often produces unhealthy perceptions and behaviour towards among the groups and the taught languages as well, eventually students not benefiting from bilingual education to the expected extent, if at all. One of the oldest and one of the newest bilingual schools in Ulaanbaatar, Mongolia, were observed for this study. Local and foreign teachers of these schools contributed with their experiences in the form of unstructured interviews, while classroom observations shed light on students’ attitudes. The findings reveal that students respect local educators more and display more respect and discipline with them. However, pupils are usually more emotionally attached to foreign teachers, confiding in them and seeking their company on a daily basis, yet refusing to be disciplined and to study for their classes. Students’ unbalanced attitudes towards the two groups of teachers generated unease between the educators as well. This paradox created an unhealthy milieu in the schools and discouraged the development of a healthy perspective on (foreign) languages and identity. Teachers’ attitudes further compromised learners’ behaviour, as local educators stressed nationalism, while foreigners pressed towards the development of a more global mentality. Unfortunately, as none of the institutions had any policies to address this dilemma, eventually students developed behaviours contrary to the intended by the schools.
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Bernhardt, Renáta, and Laura Furcsa. "Prospective teachers’ attitudes and relations toward the culture of English-speaking countries regarding their specialisation." Gyermeknevelés 10, no. 2–3 (May 5, 2022): 19–26. http://dx.doi.org/10.31074/gyntf.2022.2.19.26.

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By using spontaneous metaphor research, our paper investigates prospective primary school teachers’ attitudes and relations toward the culture of English-speaking countries and learning English as a foreign language. Metaphors reveal people’s subconscious ideas and understandings towards their beliefs and attitudes, in this case, towards the culture of English-speaking countries. The participants consisted of student teachers specialising in English (N=12) or another specialisation (N=20). In addition, students’ English proficiency was also reflected in this grouping, which helped to demonstrate the effects of prior English knowledge and experiences. An elicitation sheet with the unfinished sentence, “Foreign language learning is like ... because ...” was used as the tool of data collection. The data were analysed qualitatively by coding, categorising, and finalising the metaphors. The present paper focuses exclusively on the data in connection with the concept of culture while analyses of the other concepts are described in Kisné Bernhardt and Furcsa (2020). The findings of the metaphor research revealed different attitudes according to teacher students’ specialisations and therefore contribute to a deeper understanding of selecting appropriate approaches to English teaching. In our paper, we first describe the importance and role of cultural beliefs in language teaching, then we focus on various aspects of metaphor research. The sociocultural dimension of metaphor research aims at investigating the involvement of sociocultural factors in the process of conceptualisation. In the second part of the paper, the findings of our metaphor research are presented.
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TURCZYŃSKI, Paweł. "LIBYAN CIVIL WAR AND INTERNATIONAL INTERVENTION IN 2011 - ATTITUDES OF THE PEOPLE OF LIBYA AND THE WEST." Scientific Journal of the Military University of Land Forces 163, no. 1 (January 2, 2012): 152–69. http://dx.doi.org/10.5604/01.3001.0002.3247.

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The outbreak of the civil war in Libya was part of the ‘Arab Spring’: a series of instances of Arab societies against non-democratic authorities of their countries. From the per-spective of the West, it is another conflict after the Cold War era, one in which there are no two conventional armies fighting against each other, but its start is ‘asymmetric’. The Gaddafi regime's bloody crackdown on insurgents made the international community stand in the defence of the civilian population. At the same time, with the experience of wars in Afghanistan and Iraq, there was reluctance to deploy western troops in Libya. It was clearly shown in the public opinion polls: Gaddafi was being condemned and Libyan civilians were being supported, but it was refused to expose the West to military losses. Libyan rebels also demanded more armament rather than reinforcing their forces with foreign army units. Therefore, the intervention of Western countries in Libya took the form acceptable to the public: air attacks on the forces loyal to Gaddafi.
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Dissertations / Theses on the topic "Teachers, Foreign Arab countries Attitudes"

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Eraikat, Abdul K. "Education in the Arab-Islamic world." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/243.

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Education in the Arab countries is discussed in the light of ongoing international educational reform. It is argued that education in the Arab/Muslim world faces serious problems. Educational reform cannot be achieved in isolation; it has to be part of a full scale reform that tackles social, economic and cultural issues. It is contended that cultural values, economic, social and political factors in the Arab/Muslim societies have contributed a great deal to the backwardness of education within Arab/Muslim societies. Questions such as whether Arabs/ Muslims could cope with the new trends in education, and whether they would be able to respond to the new ICT revolution and globalisation are addressed. It is also argued that Arabs/Muslims respond to globalisation and ICT in different ways each according to their perspective. This paper explores in detail the factors that shape education in the Arab world. It also attempts to shed light on relations between Arabs/Muslims and the West, considering how they have understood or misunderstood each other throughout the course of history. It is argued here that globalisation has been understood as Westernisation in the Arab/Islamic world due to a long history of mistrust and misunderstanding between the two. However, before undertaking this exploration, a brief summary of the historical background of Arabs I Muslims is provided.
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Albirini, Abdulkafi. "An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward information and communication technology." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092688797.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 179 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 17 Aug. 2005.
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Books on the topic "Teachers, Foreign Arab countries Attitudes"

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Europe through Arab eyes, 1578-1727. New York: Columbia University Press, 2008.

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Baglay, Marat. Constitutional law of foreign countries. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1569641.

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The fifth, significantly revised edition of the textbook highlights the basic concepts and institutions of foreign constitutional law, reveals its subject, system, sources. The issues of the legal status of the individual, forms of the state, local self-government, etc. are comprehensively analyzed. In the interests of a more in-depth and integral, comprehensive understanding of the state system of the leading countries, the textbook includes chapters on the USA, Great Britain, France, Germany, Italy, Spain, the Nordic countries, Japan, China, India, the Arab states, the EAEU countries, Uzbekistan. Special chapters contain regional reviews of the main constitutional and legal institutions. For students, postgraduates and teachers of law schools and faculties.
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Achcar, Gilbert. The Arabs and the Holocaust: The Arab-Israeli war of narratives. New York: Metropolitan Books, 2010.

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The European other in medieval Arabic literature and culture: Ninth-twelfth century, AD. New York, N.Y: Palgrave Macmillan, 2012.

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Kumaraswamy, P. R., and Ephraim Karsh. Islamic Attitudes to Israel. Taylor & Francis Group, 2009.

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Karsh, Efraim, and P. R. Kumaraswamy. Islamic Attitudes to Israel. Taylor & Francis Group, 2013.

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Karsh, Efraim, and P. R. Kumaraswamy. Islamic Attitudes to Israel. Taylor & Francis Group, 2013.

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Karsh, Efraim, and P. R. Kumaraswamy. Islamic Attitudes to Israel. Taylor & Francis Group, 2013.

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Karsh, Efraim, and P. R. Kumaraswamy. Islamic Attitudes to Israel. Taylor & Francis Group, 2013.

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Muslim Attitudes to Jews and Israel: The Ambivalences of Rejection, Antagonism, Tolerance and Cooperation. Sussex Academic Press, 2011.

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Book chapters on the topic "Teachers, Foreign Arab countries Attitudes"

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Aloka, Peter J. O. "Students' Self-Directed Learning Techniques and Attitudes Toward Online English Language Learning." In English as a Foreign Language in a New-Found Post-Pandemic World, 51–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4205-0.ch003.

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The chapter analyzed published studies on self-directed learning and attitudes toward online learning of English as a foreign language in classrooms. By adopting a conceptual review framework, the results revealed that self-directed learning project is an effective learning strategy for students who learn foreign languages because this could result in improvements in knowledge domain, metacognitive skills, and motivation. However, few researches showed that learners' SDL is very weakly associated with their grades, with their SDL being unable to predict their ultimate achievement. The results from studies in developed countries indicate that students' attitudes towards online learning are generally positive, but in developing countries, the attitudes are generally negative in the beginning phases. The study recommends that teachers of English as foreign language should create more space in schools for activities that develop students' creative thinking skills.
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Conference papers on the topic "Teachers, Foreign Arab countries Attitudes"

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Kawar, Khaloob. "JEWISH AND ARAB TEACHERS’ ATTITUDES TOWARDS TEACHING SECOND AND FOREIGN LANGUAGE IN ISRAEL." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0421.

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