تجارب بعض الدول في إعداد المعلم وإمكانية الإفادة منها في تطوير برامج إعداد المعلم في الجامعات اليمنية
This study aimed to identify the reality of teacher preparation programs within the faculties of education across Yemeni universities, and to compare them to teacher preparation programs available in various developed countries, including USA, UK, Japan, and Malaysia. The programs were compared against their preparation systems and their durations, admission policies, preparation components, evaluations, program quality, and accreditation, using he comparative method due to its relevance to the study’s goals, ultimately enabling the fulfilment of the primary objectives, and clarifying its particular aspects. The study concluded with a set of results, the most important of which are: those teacher preparation institutions in Yemen are limited to faculties of education, and adhere to the integrative system in preparation programs. This is what modern trends in the field of teacher preparation recommend, and the lack of interest in faculties of education in Yemeni universities to apply admission criteria to select students in Preparation Programs, while the comparison countries apply strict criteria to attracting competencies in the teaching profession. There is a clear deficiency in practical education in the faculties of education in Yemeni universities in terms of its duration, and in terms of supervision; meanwhile the duration in the comparison countries extends to two whole semesters. This necessitates a review of practical education in the faculties of education in Yemeni universities. There is a lack of quality in the educational systems and academic accreditation in Yemeni universities, while the comparison countries give great importance to quality and accreditation in their universities, colleges and specialized programs. (Published abstract)