Abstract
ABSTRACT This study addresses the retention problems of at-risk students in the Foundation Year Program at the Bahrain Teachers' College. Data were collected from the instructors and the students using questionnaires and focus group interviews. Findings show that both instructors and students think the college could play a more active role to increase the readiness of the students for undergraduate work in teacher education. They indicate that major areas where students need instructional support include the language arts (Arabic and English language), maths, science, and the skills for group work and oral presentations. However, students and instructors had opposing viewpoints regarding the expected level of support provided by the instructors as well as the level of assessment and its alignment with course content. Taking the students’ and the instructors’ views into consideration, the researchers conclude the study with a recommendation for the restructuring of the foundation year curriculum to align with the needs of the students and for the inclusion of regular and relevant professional development for instructors. The significance of this study is that it serves as a microcosm for the challenges faced by in-coming students in other teacher training programs in the Arabian Gulf region.
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