Reality of Linguistic Competencies of Pre-Service and In-Service Female Physical Education Teachers in the Sultanate of Oman

Fatma Alkaaf,Yousra Al-Sinani,Durayra AlMaqbali

doi:10.5539/jel.v9n5p184

Abstract

This study aims to identify the acquisition of linguistic competencies by pre-service physical education teachers at the College of Education, Sultan Qaboos University, and in-service physical education teachers in Muscat and Dhofar Governorates in Oman, as well as any statistical differences between these two groups. The population of the study consisted of 30 pre-service teachers and 28 in-service teachers. The observation card instrument was used to collect data. The results showed that the acquisition level of the linguistic competencies of pre-service physical education teachers was medium. However, the acquisition level of the linguistic competencies of in-service physical education teachers was high. Furthermore, there were significant differences between the acquisition level of linguistic competencies in pre-service and in-service teachers in favor of in-service teachers. Based on these findings, we recommend developing these competencies in pre-service teachers during the teacher education program by focusing particularly on planning, implementation, and assessment.

Highlights

Educational systems responsible for the preparation of young people need to be constantly reviewed in order to improve their internal efficiencies, choose the best inputs that are consistent with the educational reality, and ensure that the outputs meet their communities’ level of goals
This study aims to identify the acquisition of linguistic competencies by pre-service physical education teachers at the College of Education, Sultan Qaboos University, and in-service physical education teachers in Muscat and Dhofar Governorates in Oman, as well as any statistical differences between these two groups
The results showed that the acquisition level of the linguistic competencies of pre-service physical education teachers was medium

Summary

Introduction

Educational systems responsible for the preparation of young people need to be constantly reviewed in order to improve their internal efficiencies, choose the best inputs that are consistent with the educational reality, and ensure that the outputs meet their communities’ level of goals. Most countries around the world have made efforts to turn teaching into a profession because of the changes that have affected the nature of the teaching process This change is an important, objective, and organized process and allows the teacher to act freely inside the classroom using educational methods that achieve the artistic and scientific competencies required (Berry & Ginsberg, 1991). It is based on the views and beliefs of an academic discipline (Davies & Rogers, 2000), which encourages the teacher to employ competencies consistent with their personality, abilities, and tendencies inside the classroom

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