Bachelor of Education (B.Ed.)

Program Specification

Bachelor of Education (B.Ed.) from the Bahrain Teacher College. Prior to full enrollment in the B.Ed., students must take and pass the BTC Foundation Year Program (described in this section), except when granted a waiver (described below). After the first year of the B.Ed. program, students stream into the following specializations, which will be recorded on their degree diplomas:

  • Cycle 1
  • Cycle 2 Arabic Language & Islamic Studies
  • Cycle 2 English Language Education
  • Cycle 2 Mathematics & General Science
Purpose of the Program

The Bachelor of Education (B.Ed.) program is a four-year program (following a one year Foundation Year Program, except for exempted students) that prepares high achieving students for a career in teaching. The program provides a cross-curricular core of courses in general education and four specialization tracks that provide the necessary knowledge, skills and attitudes that enable students to become effective teachers in Bahrain’s public schools.

Program History

The Bachelor of Education program targets high school graduates from Bahrain’s secondary schools. The program’s first intake of 100 secondary school graduates took place in the 2008-2009 academic year. The program was first designed and developed in partnership with the National Institute of Education (NIE) of the Nanyang Technological University of Singapore, ensuring a global standard of teacher education while also contextualizing the curriculum to meet Bahrain’s needs. In order to keep abreast with evolving international standards for teacher education, BTC programs undergo curriculum review periodically. In academic year 2013-2014, the program had its first review based on the feedback from the National Institute of Education, the Ministry of Education, alumni, and BTC faculty members. It started its second review in the 2019-2020 academic year.

Program Expected Outcomes

The B.Ed. program prepares classroom teachers who:

  • Demonstrate application of personal and professional knowledge, skills and values required for appointment as teachers with the Ministry of Education, Kingdom of Bahrain or for employment in a variety of non-educational settings.
  • Show competence in planning, teaching and evaluation and in personal and professional quality and demonstrate pedagogical skills essential for effective teaching.
  • Possess understanding of challenges of diversity in the student population and are able to address the differing learning needs of both groups of learners and individual students.
  • Apply ICT skills in learning and teaching.
  • Are active members of the school community and make a positive contribution towards the enrichment of their schools and the wider community.
  • Are reflective practitioners aware of both their strengths and areas of improvement and who are prepared to undertake continuous professional development to keep current with best practices, contemporary educational issues, and research findings in education.
  • Show ability to work with any group of teachers or pupils inside or outside the school community.

Program Intended Learning Outcomes
  1. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  2. Student Development: The teacher understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, emotional, moral, and general personal development.
  3. Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  4. Instructional Strategies: The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
  5. Learning Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  6. Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  7. Communication & Instructional Technology: The teacher uses knowledge of effective verbal, nonverbal, and multi-media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  8. School and Community Engagement: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and wellbeing.
  9. Reflective Practice, Ethics, & Professionalism: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Curriculum Structure
  • The B.Ed. program engages the student in 129 credit hours of programmed study. There are four key areas of course work: Education Studies courses, Content courses, Instructional Methods courses, and Teaching Practice.
  • Subject Area Content Courses: Subject area courses designed to increase essential prerequisite knowledge and improve competence in specific specializations. Courses that provide factual information about a subject (e.g. algebra, history, grammar, management, etc.) to enhance student knowledge and understanding.
  • Education Studies Courses: General pedagogical knowledge courses taken across all specializations in order to increase competence in general teaching skills.
  • Instructional Methods Courses: Courses that focus on applying specific methods, procedures, and/or strategies of teaching based on established educational theories.
  • Application Teaching Practice Courses: Courses that focuses entirely on how theory, content, and methods are applied in authentic settings. The basis for application Teaching Practice courses is that when academic is applied, students learn better, retain more, and apply learning in their lives. application Teaching Practice courses encourage use of innovative teaching methods, sometimes called contextual learning, and problem-solving approaches in classroom teaching. Students will be assigned in different primary schools throughout their study to observe, reflect and teach what they learn in their theoretical courses.

To graduate, B.Ed Students must complete all courses with a CGPA of 2.0 or above and successful presentation of an e-Portfolio.

All approved course outlines (except for Teaching Practice and Teaching Competency Portfolio) are found in Catalog Appendix “5.Course Outline”. Teaching Practice and Teaching Competency Portfolio are fully explained in Catalog Section 3.

Admission to the B.Ed. Program

Admission to the BTC is currently available only to Bahraini citizens who make a commitment to a career teaching in the public education system. All students must meet the admission requirements set by the Ministry of Education (MoE) and be recommended for admission to the University of Bahrain (UoB) by the MoE. Recommended students must be admitted to the UoB in order to register in the BTC. Decisions to support students are the responsibility of the MoE and cannot be altered by the BTC or the UoB. Admission to the academic programs of the BTC requires that recommended candidates meet the academic and individual admission requirements of the UoB and the BTC.

The MoE is responsible for the initial stages of recruitment of students for the BTC. The MoE provides information regarding deadlines and application procedures through schools, their website, and notices in local media. The MoE requirements include a written application, a stated level of academic achievement, recommendations and references, and completion of a series of tests and an interview. Students who are to be recommended are notified directly by the MoE, and should address any inquiries regarding the process to the appropriate MoE office.

All students applying to the MoE for recommendation to the BTC must first apply for admission to the University of Bahrain. All students who are recommended for the BTC must ensure that the information required by the UoB Department of Admissions and Registration is completed and must pay the UoB registration fee. As well as complete all the UoB admission tests and interviews. Once there is proof of application to the UoB, the Department of Admissions and Registration provides an ID number that should be listed on the application to the BTC through the MoE.

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