Abstract:
This paper investigates the teaching methods used within
the Teacher Preparation Programs (TPPs) in 12 Lebanese
universities. The “document analysis” research method is
used to analyze the collected documents: seven syllabi of predefined
types of courses, and a survey for collecting general
data from universities, without explicitly asking about the
teaching methods they adopt. Simple descriptive statistics are
used to map the participating universities based on frequencies,
percentages and means of statements mentioning teaching
methods or techniques in the analyzed documents. Results
showed that, in addition to the macro-level practicum methods,
and to the lecturing method, a variety of student-centered and
active methods are reported to be used, to various extents.
Inquiry, discussion, project and research appear to be most
valued by the different programs. However, more practical and
hands-on methods such as technology, group work, simulation,
activities and applications, seem to be less used, or at least
less intended in the syllabi. Thus “learning by investigating”
is highly adopted, while “learning by doing” seems to be less
valued. The paper concludes with some recommendations
based on the process and results of the study
