Teaching Methods as Reflected by Course Syllab of Teacher Preparation Programs in Some of the Major Universities in Lebanon

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