STEM New Practicum Learner Assistant (LA) Model in Egypt: Successes and Challenges

Document Type : Article

Author

Professor of ELT Methodology, Faculty of Education, Ain Shams University

10.21608/smnar.2025.441550

Abstract

This qualitative study examined the implementation of the Learner Assistant (LA) Model across five Egyptian Faculties of Education through systematic document analysis of STESSA program reports and the USAID Mid-term Evaluation Report (2024). Originally developed in the United States and adapted for Egyptian contexts, the LA Model addresses challenges in STEM teacher preparation programs. Thematic analysis revealed significant pedagogical benefits including enhanced peer cooperation, improved teaching competencies, safe learning environments, and strengthened English instruction. Implementation challenges included initial stakeholder resistance, role ambiguity between Learner Assistants and Teacher Assistants, operational complexities, and sustainability concerns. The study found marked improvement from Year 1 to Year 2, suggesting sustained support can overcome initial barriers. Key mitigation strategies included experiential learning, role clarification, and collaborative planning. While the LA Model demonstrates pedagogical effectiveness in Egyptian STEM teacher preparation, successful institutionalization requires addressing operational and attitudinal barriers inherent in educational reform. The research contributes to understanding peer learning models in international contexts and provides insights for implementing educational innovations in resource-constrained environments.

Keywords

Seminar
Volume 3, Issue 5 - Serial Number 5
(Special Issue)
June 2025
Pages 50-56

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