Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms
| Author | Carol, Murphy |
| Author | Abu-Tineh, Abdullah |
| Author | Calder, Nigel |
| Author | Mansour, Nasser |
| Available date | 2024-07-24T08:30:46Z |
| Publication Date | 2021-08-31 |
| Publication Name | Teaching and Teacher Education |
| Identifier | http://dx.doi.org/10.1016/j.tate.2021.103367 |
| Citation | 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. |
| ISSN | 0742051X |
| Abstract | 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. |
| Sponsor | 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. |
| Language | en |
| Publisher | Elsevier Ltd |
| Subject | Inquiry-based learning Science Mathematics Challenge factors Teaching orientations Learning goals |
| Type | Article |
| Volume Number | 104 |
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