Possible influences of Arabic-Islamic culture on the reflective practices proposed for an education degree at the Higher Colleges of Technology in the United Arab Emirates |
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| Institution: | 1. Institute for Medical Technology Assessment, Erasmus University Rotterdam, Rotterdam, Netherlands;2. Institute of Health Policy & Management, Erasmus University Rotterdam, Rotterdam, Netherlands;3. Department of Cardiology, Thorax Center, Erasmus Medical Center, Rotterdam, Netherlands;1. The Zena A. Wiener Cardiovascular Institute, Icahn School of Medicine at Mount Sinai, New York, NY;2. Division of Cardiology, Department of Medical and Surgical Sciences, University Magna Graecia, Catanzaro, Italy;3. St. Luke''s Mid America Heart Institute, University of Missouri-Kansas City, Kansas City, MO;4. Minneapolis Heart Institute Foundation, University of Minnesota, Minneapolis, MN;5. London School of Hygiene and Tropical Medicine, London, United Kingdom;6. Division of Cardiology, Beth Israel Deaconess Medical Center, Boston, MA;7. Duke University School of Medicine, Durham, NC;8. University of Kentucky, Lexington, KY;9. Cardio-Thoracic Department, San Raffaele Scientific Institute, Milan, Italy;10. Helios Amper-Klinikum, Dachau, Germany;11. Columbia University Medical Center, New York, NY;12. Shaare Zedek Medical Center, Jerusalem, Israel;13. Université Paris-Diderot, Sorbonne Paris-Cité, Paris, France;1. PERFUSE Study Group, Cardiovascular Division, Departments of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA;2. Cardiovascular Division, Brigham and Women’s Hospital, Harvard Medical School, Boston, MA;3. Division of Cardiology, R.A.H Faculty of Medicine, University of Calgary, Calgary, Alberta, Canada;4. Duke University and Duke Clinical Research Institute, Durham, NC;5. Guy’s and St Thomas’ Hospitals, London, United Kingdom;6. Department of Medicine, Stanford University, Stanford, CA;1. Department of Intensive Care, Onze Lieve Vrouwe Gasthuis, P.O. Box 95500, Amsterdam, The Netherlands;2. TIAS school for Business and society, Tilburg University, Tilburg, The Netherlands |
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| Abstract: | This article critically examines the compatibility of United Arab Emirates culture and values with the assumptions of reflective practice currently being written into a new teacher education degree programme. The curriculum that is being developed relies heavily on the notions of reflective practice as a method of professional development. The local culture, political and public institutions are thoroughly inculcated with Arab-Islamic values that may not accord with the assumptions underlying such practices. The author’s concerns are discussed about the trainee teachers’ lifestyle and experiences that may hinder engagement in their own learning processes, as well as the Arab-Islamic codes of behaviour that may pose serious obstacles to the implementation of reflective strategies, especially interactions between men and women and between superior and subordinate within educational settings. The author concludes that reflection, as conceived and implemented in the West, may not be in the best interests of the student teachers if they wish to teach in local schools. |
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