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ERIC Number: EJ1183442
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2382-0349
EISSN: N/A
Implementing Dialogic Inquiry in Qatari Mathematics and Science Classrooms: Challenges and Provocations
Murphy, Carol; Abu-Tineh, Abdullah; Calder, Nigel; Mansour, Nasser
Teachers and Curriculum, v18 n1 p33-40 2018
In 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.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Qatar
Grant or Contract Numbers: N/A