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Implementing dialogic inquiry in Qatari mathematics and science classrooms: challenges and provocations
journal contribution
posted on 2023-05-20, 10:06 authored by Carol MurphyCarol Murphy, Abu-Tineh, A, Calder, N, Mansour, NIn 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.
Funding
Qatar National Science Foundation
History
Publication title
Teachers and CurriculumVolume
18Pagination
33-40ISSN
2382-0349Department/School
Faculty of EducationPublisher
Wilf Malcolm Institute of Educational Research (WMIER)Place of publication
Waikato, New ZealandRights statement
Copyright 2018 The Authors. Licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) https://creativecommons.org/licenses/by-nc-sa/4.0/Repository Status
- Open