A proposed framework for developing the teaching performance of Arabic language teachers in light of the Finnish curriculum

Abstract

This study aimed to develop a proposed framework for improving the teaching performance of Arabic language teachers within the Finnish curriculum, and to identify their current performance and training needs in this context. The research adopted a descriptive-developmental approach as the most suitable methodology for the nature of the study. The research population consisted of all Arabic language teachers working in Finnish schools (Qatar, Oman, and the United Arab Emirates). A purposive sample (320) teachers were selected to administer the questionnaire, while a sub-sample of )15) teachers underwent direct classroom observation using a performance rating card. The results showed a high level of response regarding the teaching performance and training needs of Arabic language teachers, demonstrating excellence in linguistic competence and the application of Finnish values. However, there was also a pressing need for specialized training support in modern teaching strategies, formative assessment, and creative curriculum adaptation. Based on these findings, the proposed framework was developed as a comprehensive implementation plan. The study recommended the establishment of professional learning communities to facilitate the exchange of experiences and granting teachers greater freedom in designing educational units and selecting their strategies in accordance with the Finnish curriculum. The Finnish philosophy of confidence, along with the adoption of quality assessment tools such as portfolios and alternative assessment, reduces the overall reliance on traditional tests