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

المؤلفCarol, Murphy
المؤلفAbu-Tineh, Abdullah
المؤلفCalder, Nigel
المؤلفMansour, Nasser
تاريخ الإتاحة2024-07-24T08:30:46Z
تاريخ النشر2021-08-31
اسم المنشورTeaching and Teacher Education
المعرّفhttp://dx.doi.org/10.1016/j.tate.2021.103367
الاقتباسMurphy, 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 للكتاب0742051X
معرّف المصادر الموحدhttps://www.sciencedirect.com/science/article/pii/S0742051X21000913
معرّف المصادر الموحدhttp://hdl.handle.net/10576/57044
الملخصTeachers 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 المشروعThis 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.
اللغةen
الناشرElsevier Ltd
الموضوعInquiry-based learning
Science
Mathematics
Challenge factors
Teaching orientations
Learning goals
العنوانTeachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms
النوعArticle
رقم المجلد104


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