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Teachers and studentsí views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms


Murphy, C and Abu-Tineh, A and Calder, N and Mansour, N, Teachers and students' views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms, Teaching and Teacher Education: An International Journal of Research and Studies, 104 Article 103367. ISSN 0742-051X (2021) [Refereed Article]

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© 2021 Elsevier Ltd. All rights reserved.

DOI: doi:10.1016/j.tate.2021.103367


Teachers and students' dispositions have a major influence towards the introduction of inquiry-based learning (IBL). In this study we present analysis of pre professional development interview data from teachers (n = 16) and student focus groups (n = 96) as part of a larger project to promote IBL in Qatari middle school mathematics and science classrooms. Teacher and student responses suggested contrasting perspectives related to stress factors and goal orientations. Implications of the findings suggest the need to consider teacher and student subjectivities in transforming teaching practice.

Item Details

Item Type:Refereed Article
Keywords:inquiry-based learning, STEM, challenge factors, teaching orientations, learning goals
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Professional development and adult education
UTAS Author:Murphy, C (Dr Carol Murphy)
ID Code:145227
Year Published:2021
Web of Science® Times Cited:2
Deposited By:Education
Deposited On:2021-07-12
Last Modified:2021-10-20

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