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Implementing dialogic inquiry in Qatari mathematics and science classrooms: challenges and provocations

Citation

Murphy, C and Abu-Tineh, A and Calder, N and Mansour, N, Implementing dialogic inquiry in Qatari mathematics and science classrooms: challenges and provocations, Teachers and Curriculum, 18, (1) pp. 33-40. ISSN 2382-0349 (2018) [Refereed Article]


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DOI: doi:10.15663/tandc.v18i1.318

Abstract

In relation to an international concern to encourage inquiry-based pedagogies in Science Technology, Engineering and Mathematics (STEM) subjects and the issues of transfer in teacher professional development (PD), we report on the aspirations and perceived challenges of teachers in Qatar as they embark on PD to introduce inquiry-based learning into their mathematics and science classrooms. Data from initial interviews with eighteen teachers, with Grades 4 to 8 mathematics and science classes, were analysed in relation to challenge factors from inside and beyond their classrooms. The findings are used to provoke our awareness and understanding of the issues of shifting pedagogies that might arise during PD programmes.

Item Details

Item Type:Refereed Article
Keywords:Inquiry-based learning, professional development, shifting pedagogies, WebQuests
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Curriculum and Pedagogy Theory and Development
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
UTAS Author:Murphy, C (Dr Carol Murphy)
ID Code:136964
Year Published:2018
Deposited By:Education
Deposited On:2020-01-23
Last Modified:2020-02-05
Downloads:0

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