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

journal contribution
posted on 2023-05-21, 00:36 authored by Carol MurphyCarol Murphy, Abu-Tineh, A, Calder, N, Mansour, N
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.

Funding

Qatar National Science Foundation

History

Publication title

Teaching and Teacher Education: An International Journal of Research and Studies

Volume

104

Article number

103367

Number

103367

Pagination

1-11

ISSN

0742-051X

Department/School

Faculty of Education

Publisher

Elsevier Ltd

Place of publication

United Kingdom

Rights statement

© 2021 Elsevier Ltd. All rights reserved.

Repository Status

  • Restricted

Socio-economic Objectives

Professional development and adult education; Pedagogy; Teacher and instructor development