The School of Educational Sciences at the University of Jordan participated in an introductory workshop organized by IREX, the implementing body of the Early Education Project “Asas.” The workshop aimed to introduce the newly developed teacher and educator preparation framework, including major updates to the field training system and its implementation mechanisms across partner Jordanian universities. It also presented the new reference framework regulating professional preparation pathways for student teachers and strengthening the integration between theoretical and practical components within colleges of education.
The workshop sessions were prepared and delivered by Professor Dr. Ramzi Fathi Haroun, Vice Dean for Quality and Local Accreditation at the School of Educational Sciences, in collaboration with IREX partners. The presentation highlighted the philosophy underpinning the new framework, the rationale for its development, and its strategic objectives aimed at enhancing the quality of teacher preparation in Jordanian higher education institutions in alignment with national standards and international best practices.
The workshop witnessed broad official and academic participation. Representatives attended from several Jordanian universities, including The Hashemite University, Yarmouk University, and Mutah University, as well as representatives from the Jordanian Ministry of Education, the Ministry of Higher Education and Scientific Research, the Higher Education Accreditation Commission and Quality Assurance Agency, the Queen Rania Teacher Academy, members of the “Asas” project team, and other partner educational institutions. This wide participation reflects a collective commitment to unifying visions and strengthening institutional collaboration in advancing teacher preparation in Jordan.
The School of Educational Sciences was represented by a distinguished group of faculty and administrative members from various academic departments. From the Department of Counseling and Special Education: Dr. Daala Al-Hawayan, Dr. Bassam Al-Abdalat, Dr. Mohammad Al-Jabari, and Dr. Hala Masoud. From the Department of Educational Psychology: Dr. Amani Qashmar. From the Department of Information Science and Educational Technology: Dr. Dina Tabishat. From the Department of Curriculum and Instruction: Dr. Omar Abu Ghulion. From the Department of Teacher Preparation and Field Training: Dr. Sahar Abu Halou, Dr. Maisoun Al-Duweiri, Dr. Moayyad Al-Khawaldeh, Dr. Bassam Al-Qudah, Dr. Ahmad Al-Suyouf, and Dr. Doha Al-Tarawneh. This broad representation underscores the School’s commitment to involving all disciplines in academic and professional development processes to ensure integrated efforts and unified directions.
The School of Educational Sciences is considered one of the leading institutions in developing teacher preparation methodologies, particularly through its adoption of a developmental field training model. This model is grounded in a philosophy that views training as a progressive and integrated learning pathway beginning in the second year of university study and continuing through the fourth year, aligning with students’ evolving professional understanding and gradual formation of their educational identity.
According to the updated reference framework under the “Asas” Project, the field training sequence now includes the course “Field Observations and Reflections” (4 credit hours) in the second year, focusing on enabling students to observe school environments and analyze teaching practices. In the third year, students undertake the course “Field Experiences” (4 credit hours), centered on guided practice and experiential learning under direct academic and educational supervision. In the fourth year, students complete the “Practicum” (10 credit hours), transitioning from the role of “student teacher” to that of a practicing teacher capable of planning, implementing, and assessing instruction in the classroom.
In a significant step reflecting the School’s commitment to enhancing academic program quality, the total credit hours allocated to field training have been increased from 12 to 18 credit hours. This development reinforces the School’s strategic direction toward preparing highly qualified educational professionals capable of meeting the demands of the educational field with competence and excellence.