22 research outputs found
An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools
The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participantsâ beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachersâ and school leadersâ voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems
Students' satisfaction at Jordanian universities and its relation to some variables
The purpose of this study is to determine and compare the
importance and the various levels of satisfaction related to undergraduate
students at public and private universities in Jordan. The study sample consists
of 304 students distributed over two groups: public university (n = 120) and
private university (n = 184). Means, standard deviations and three-way analysis
of variance (MANOVA) are used to compare studentsâ perception to the levels
of importance and satisfaction, and the mean difference between the two levels
in two different institutions. All significant MANOVAs were followed by one-way
ANOVA to determine which group differs significantly from the others. Results
of the study reveal that students at public and private universities consider the
importance of the Satisfaction Scales to be âsomewhat importantâ. Students at
public universities consider the satisfaction to be âneutralâ, while students at
private universities consider it to be âsomewhat dissatisfiedâ. In general,
students at public and private universities believe the performance gap levels to
be high.peer-reviewe
Changing from a traditional approach to learning: Teachersâ perceptions of introducing WebQuests into mathematics and science classrooms in Qatar
Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred IBL approach. In this study, we report on teachersâ perceptions following PD that introduced WebQuests as a didactic tool alongside ongoing classroom support into Qatari mathematics and science classrooms with students grades 4 to 8. The findings suggested that the use of WebQuests as a didactic tool provided a structure for many of the teachers that supported a change in teaching towards a student-oriented approach. Nevertheless, some stress factors remained, in relation to control of learning, managing time and classroom behaviour, and the integration of IT
Implementing dialogic inquiry in Qatari mathematics and science classrooms: Challenges and provocations
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
Exploring the relationship between organizational learning and career resilience among faculty members at Qatar University
Changing from a traditional approach to learning: Teachersâ perceptions of introducing WebQuests into mathematics and science classrooms in Qatar
Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred IBL approach. In this study, we report on teachersâ perceptions following PD that introduced WebQuests as a didactic tool alongside ongoing classroom support into Qatari mathematics and science classrooms with students grades 4 to 8. The findings suggested that the use of WebQuests as a didactic tool provided a structure for many of the teachers that supported a change in teaching towards a student-oriented approach. Nevertheless, some stress factors remained, in relation to control of learning, managing time and classroom behaviour, and the integration of IT
A Narrative Study Exploring Content and Process Influences on Male Teachersâ Career Development
Through a Systems Theory Framework, the study explored the systems of influence on male teachersâ career development within individual, social, and environmental-societal contexts. Four male Qatari teachers recounted their stories of career past, present and future in this life history study. Narrative data from four female teachers were also collected to further understand teachersâ work in this context. Three main patterns emerged from the analysis, constituting the influences on becoming a teacher, on being a teacher, and on future prospects. Implications for policy and practice are proposed as a set of design directions for a multidirectional career development model.Open Access funding provided by the Qatar National Library
Exploring teachersâ perspectives on career development: Q methodology research
Recruiting, preparing and supporting teachers remain a public concern in many countries, with similar concerns voiced in Qatar. Using a Systems Theory Framework, this study explored the systems of influence on Qatari teachers' career development within individual, social, and environmental-societal contexts. Q methodology was applied, using a 40-statement Q-sample. Forty-two teachers participated in this study, including 27 males and 15 females. Results revealed four distinct perspectives with minimal consensus, and alluding to different career plans: (F-1) considering career prospects, (F-2) pursuing leadership positions, (F-3) surviving in the profession, and (F-4) contemplating leaving the profession. Implications for policy planning are discussed.This work was supported by the [Qatar National Research Fund QNRF] under Grant number NPRP13S-0209-200,319].
The funding source had no involvement in any part of the study design
Implementing dialogic inquiry in Qatari mathematics and science classrooms: Challenges and provocations
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