Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms
| المؤلف | Carol, Murphy |
| المؤلف | Abu-Tineh, Abdullah |
| المؤلف | Calder, Nigel |
| المؤلف | Mansour, Nasser |
| تاريخ الإتاحة | 2024-07-24T08:30:46Z |
| تاريخ النشر | 2021-08-31 |
| اسم المنشور | Teaching and Teacher Education |
| المعرّف | http://dx.doi.org/10.1016/j.tate.2021.103367 |
| الاقتباس | Murphy, C., Abu-Tineh, A., Calder, N., & Mansour, N. (2021). Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms. Teaching and teacher education, 104, 103367. |
| الرقم المعياري الدولي للكتاب | 0742051X |
| الملخص | 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. |
| راعي المشروع | This article was made possible by NPRP grant # 8-631-5-076 from the Qatar National Research Fund (a member of Qatar Foundation). The findings achieved herein are solely the responsibility of the authors. |
| اللغة | en |
| الناشر | Elsevier Ltd |
| الموضوع | Inquiry-based learning Science Mathematics Challenge factors Teaching orientations Learning goals |
| النوع | Article |
| رقم المجلد | 104 |
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