Consolidación de la Escuela Integral Indígena

2.8.1 Pre-service Teacher Education Programs

Pre-service training that integrates academic subject studies with pedagogical studies and teaching practice is considered one of the most successful aspects of foreign language education in several countries. Study and work abroad programs also

contribute to the language proficiency of foreign language teachers (Pufahl, Rhodes & Christian, 2000). I was one of the students who had pre-service experience studying

6 _{A native English speaking teacher is regarded as one who comes from a predominantly English-}

abroad, where I was involved in micro teaching practices and school visits in addition to the academic studies. Both theoretical and practical studies have been of vital importance in my career today. These years of study in English-speaking countries (England and the USA) provided me with a sound basis in language teaching and professional knowledge.

Increasingly, pre-service teaching is provided in Oman, diminishing the number of aspiring teachers who study abroad. Sultan Qaboos University offers a 4-year degree in English language studies in the Faculty of Education. Recently a few private universities have started to offer a 2-year pre-service Diploma in teaching English as a foreign language and additional two years bachelor degrees with separate tuition fees. 2.8.2 In- service Teacher Developmen

In addition to recruiting high-quality teachers and principals, educational institutions are responsible for on-going training and the provision of funding for professional development to improve learning and teaching outcomes (Poftak 2003, p.24). Nunan et al. (1987) believed that the Omani teachers entering the ELT force would have a considerable impact on the system and show more commitment to their teaching than their expatriate counterparts. However, they also stressed that in- service training, or professional development, would help Omani teachers to pursue their continuing expertise, and be able to reflect on all aspects of their work in the light of international best practice. In-service training is one kind of professional incentive that the Ministry of Education has emphasized in its educational reform. Another kind of professional incentive is rewarding the more capable teachers with opportunities for postgraduate studies in TESOL and Applied Linguistics.

In-service teacher development programs are in place to improve teachers’ subject knowledge and provide them with skills to help students meet academic content standards Poftak (2003, p. 24). This training must also be sustained, which means that such training may not be used for short-term goals but must be an on-going process. The Ministry of Education in Oman has been providing in-service training for all teachers at all levels for the last 30 or more years. This training is in the form of short courses, seminars and workshops conducted in different parts of the country.

The Ministry of Education signed a multi-million US dollar agreement with the University of Leeds (UK) in 1996 to run an in-service teacher training program in the Sultanate to help upgrade the level of 1060 English language teachers, over a period of eight years (2000-2008), to a Bachelor of Arts level. These teachers hold a Diploma from the Intermediate Teacher Training College - two years of teacher training after completing secondary education. The BA (TESOL) program is designed and taught by academic staff from the University of Leeds. This project is the biggest one of its kind so far.

There are other in-service teacher training activities organized by the English

Language Curriculum Department at the Ministry of Education7 designed for primary teachers. Workshops and seminars are held in each educational region across the Sultanate, Primary Teachers’ methodology Course Cycle One (1-4) of the Reform [PRIT]. It is a re-training course for teachers who teach English to children in their first four years of schooling as part of the Ministry’s reform program. The course has a minimum of 100 contact hours.

• In-service Teachers’ Methodology Course for Cycle two (5-7) of the Reform lower Secondary Course for teachers (LSCT). This course aims to equip teachers with the skills and strategies to understand and implement the new English Curriculum. The course has a minimum of 100 contact hours.

• In-service induction workshop for Grades 8-9 for Cycle Two of the Reform. This is a brief induction course for teachers who are already familiar with Cycle 2 Grades 5-7 who will be teaching Grades 8-9 for the first time. The workshop aims to familiarize teachers with key aspects of the Grade 8-9 English for Me course materials.

• Language improvement course. This course is designed to raise the level of language competence of teachers in the classroom. It is oriented towards a pre-intermediate level of English. It is 100 hours long.

• Senior English Teachers’ Course [SET]. This course is intended as a brief introduction to the role of Senior English teacher (SET) in Basic Education schools. Supervisors, RTTAs and SETS, run it. It is for a minimum of 25 hours.

• Senior English Teacher and Inspector Meetings [SETIM].

Senior English teachers and supervisors in Basic Education meet periodically throughout the year with the trainer to discuss issues pertaining to their role in supporting teaching and learning in their schools’ curriculum support seminars and

workshops, as well as orientation seminars that are delivered in the regions under the direction of the Senior English Supervisor.

Re-training is an integral part of the training program or teachers entering Basic Education schools.Once teachers have commenced teaching in the Basic Education schools they are given on-going practical support and training. It takes the form of discussions, joint observations, team teaching, workshops and meetings to solve problems. This is carried out by the regional teacher trainers/advisors in co-operation with the English Supervisors and Senior Teachers. Observations made by Senior Teacher, teachers supervisors and RTT/AS are fed back into the training programs and the curriculum department of ELCD.

The British Council is another educational organization that plays a significant role in English language and professional development in Oman. It organizes workshops on a regular basis, which focus on various educational issues and new ways of teaching and the adoption of innovative and effective methods and approaches. The British Council also organizes TESOL Arabia, which is an annual event that takes place in the United Arab Emirates (Dubai). It discusses various educational concerns with participants from around the world. This event brings many issues into the spotlight and a number of Omani faculty members from the ELT departments at the Ministry of Education, Sultan Qaboos University and other public and private higher educational institutions are invited to take part.

Sultan Qaboos University has always organised symposiums on education in general and on English Language Teaching in particular. The University hosts an annual English Language Teaching Conference for professionals working in ELT across the country. Many experts from all over the world are often invited to the conference to discuss issues of mutual concern in education.