Published date: Oct 31 2024

Journal Title: Gulf Education and Social Policy Review

Issue title: Gulf Education and Social Policy Review (GESPR): Volume 5, Issue 2

Pages: 118–137

DOI: 10.18502/gespr.v5i2.16403

Maram Alharthim.alharthi@lancaster.ac.ukEducational Research, Lancaster University, Lancaster, United Kingdom

Understanding novice teachers’ perceptions of their teacher education programmes (TEPs) remains an under-researched area in the six Gulf Council countries (GCC). This paper implements a systematic review with a narrative synthesis following Popay et al. (2006) guidelines to answer two questions: (a) what are the reported views of beginning teachers in the GCC region regarding the strengths and weaknesses of their TEPs? and (b) what are the reported suggestions of beginning teachers in the GCC region for enhancing TEP implementation? Four studies conducted between 2010 and 2022 were included in this review from three GCC countries. The findings revealed several themes regarding the first review question, such as (a) impactful practicum courses, (b) theory–practise gap, and (c) non-culturally responsive curricula. The themes around the second question were (a) enhancing course quality, (b) bridging the school-programme gap, and (c) building on work-related skills. The findings show that the perceived weaknesses of TEPs by beginning teachers outweigh the perceived strengths of some TEPs in the Arabian Gulf. Drawing upon the findings of this systematic review, broader literature, and my professional experiences, I propose a model of essential components for effective TEP implementation based on the theory of change (ToC).

Keywords: teacher education program, novice teachers, systematic review, narrative synthesis

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