Show simple item record

AuthorCarol, Murphy
AuthorAbu-Tineh, Abdullah
AuthorCalder, Nigel
AuthorMansour, Nasser
Available date2024-07-24T08:30:46Z
Publication Date2021-08-31
Publication NameTeaching and Teacher Education
Identifierhttp://dx.doi.org/10.1016/j.tate.2021.103367
CitationMurphy, 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.‏
ISSN0742051X
URIhttps://www.sciencedirect.com/science/article/pii/S0742051X21000913
URIhttp://hdl.handle.net/10576/57044
AbstractTeachers 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.
SponsorThis 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.
Languageen
PublisherElsevier Ltd
SubjectInquiry-based learning
Science
Mathematics
Challenge factors
Teaching orientations
Learning goals
TitleTeachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms
TypeArticle
Volume Number104
dc.accessType Abstract Only


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record