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Conceptualizing Graduates Attributes (GAs) in English Language Teacher Education Programs in Oman During the COVID-19 Pandemic

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  • Holi Ibrahim Holi Ali
  • Zulaikha Al-Saadi
  • Sergio Saleem Scatolini

Abstract

This study seeks to contribute to the incipient pool of research on graduate attributes (GAs) by reporting on a study of the GAs of Omani English language teacher (ELT) education programs and the role being played in this area by the Oman Authority for Academic Accreditation and Quality Assurance of Education (OAAAQA), formerly known as Oman Academic Accreditation Authority (OAAA). The study was qualitative and examined stakeholders’ perspectives and aspirations concerning the graduate attributes used in English language teacher education programs in Oman during and after the COVID-19 pandemic. The data for the study was generated by (1) reviewing the pertinent literature, including OAAA’s documents and reports, and (2) interviewing online seven experts and practitioners from ELT programs in Oman. The findings reveal that the participants have diverse views of the GAs. Additionally, higher education institutions (or HEIs) encountered several common challenges with the mapping, actualizing, teaching, and assessing of GAs. Moreover, the existing GAs still need to be reviewed to fit the dynamic requirements of the labor market. The findings of the study have the potential to guide and support English teacher education providers in Oman in developing, reviewing, aligning, and mapping their GAs more effectively and impactfully.

Suggested Citation

  • Holi Ibrahim Holi Ali & Zulaikha Al-Saadi & Sergio Saleem Scatolini, 2022. "Conceptualizing Graduates Attributes (GAs) in English Language Teacher Education Programs in Oman During the COVID-19 Pandemic," SAGE Open, , vol. 12(3), pages 21582440221, July.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221113831
    DOI: 10.1177/21582440221113831
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    References listed on IDEAS

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    1. Igor Kheyfets & Sameh El-Saharty & Mohamed Ihsan Ajwad & Christopher H. Herbst & Mohamed Ihsan Ajwad, 2020. "Fostering Human Capital in the Gulf Cooperation Council Countries," World Bank Publications - Books, The World Bank Group, number 33946.
    2. Babeet Gupta & Ruchi Agarwal & Hardeep Anant, 2020. "Mapping employers' perspectives on student employability to address skills-gaps in the United Arab Emirates," International Journal of Business Innovation and Research, Inderscience Enterprises Ltd, vol. 23(3), pages 338-353.
    3. Rahma Al-Mahrooqi, 2012. "English Communication Skills: How Are They Taught at Schools and Universities in Oman?," English Language Teaching, Canadian Center of Science and Education, vol. 5(4), pages 124-124, April.
    4. Miani, Peter & Kille, Tarryn & Lee, Seung-Yong & Zhang, Yahua & Bates, Paul Raymond, 2021. "The impact of the COVID-19 pandemic on current tertiary aviation education and future careers: Students’ perspective," Journal of Air Transport Management, Elsevier, vol. 94(C).
    5. Donald Ipperciel & Samira ElAtia, 2014. "Assessing Graduate Attributes: Building a Criteria-Based Competency Model," International Journal of Higher Education, Sciedu Press, vol. 3(3), pages 1-27, August.
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