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Transforming pedagogy in science and mathematics in Qatar: issues and perspectives

Citation

Murphy, C and Calder, N and Mansour, N and Abu-Tineh, A, Transforming pedagogy in science and mathematics in Qatar: issues and perspectives, Integrated Education for the Real World 5th International STEM in Education Conference Post-Conference Proceedings, 21-23 November 2018, Brisbane, Australia, pp. 275-280. (2018) [Refereed Conference Paper]


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Abstract

We are currently engaged in an international collaborative project to implement and evaluate Professional Development (PD) to promote Inquiry-Based Learning (IBL) in mathematics and science. The rationale for the PD programme is underpinned by claims that IBL, through the use of digital technology and dialogic group work, can engage and motivate students. We are also aware that PD is not always successful in transforming teacher practice, and a key aim of our study is to determine the challenges and opportunities generated by the PD. The PD implemented in this study takes place in sixteen Qatari classrooms with eight mathematics and eight science teachers and their students from Grades 4 to 8. The teachers are supported by eight Qatari Professional Development Specialists (PDS). For the larger project we employ both qualitative and quantitative data within a comparison case study to analyse relationships between teachersí perceptions of the challenges and successes in implementing IBL and the studentsí attitudes to science and mathematics. In this conference paper, we present qualitative data from the pre-PD interviews with teachers and students. These data reflect divergent views in relation to their anticipations and concerns, and emerging themes are intended as a baseline for the comparison case study. In addition, these diverging views add to our understanding of the ways teachers and students adapt to new pedagogies within their existing belief systems.

Item Details

Item Type:Refereed Conference Paper
Keywords:inquiry-based learning, professional development, teacher and student perspectives
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Science, Technology and Engineering Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
UTAS Author:Murphy, C (Dr Carol Murphy)
ID Code:130766
Year Published:2018
Deposited By:Education
Deposited On:2019-02-11
Last Modified:2019-02-12
Downloads:0

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