PDF (Murphy et al. (2018). Transforming pedagogy in science and mathematics in Qatar, 5th International STEM in Education Conference, pp. 275-280) STEM2018_FullPa...pdf | Request a copy Full text restricted

Abstract

We are currently engaged in an international collaborative project to implementand evaluate Professional Development (PD) to promote Inquiry-Based Learning(IBL) in mathematics and science. The rationale for the PD programme isunderpinned by claims that IBL, through the use of digital technology and dialogicgroup work, can engage and motivate students. We are also aware that PD is notalways successful in transforming teacher practice, and a key aim of our study isto determine the challenges and opportunities generated by the PD. The PDimplemented in this study takes place in sixteen Qatari classrooms with eightmathematics and eight science teachers and their students from Grades 4 to 8. Theteachers are supported by eight Qatari Professional Development Specialists(PDS). For the larger project we employ both qualitative and quantitative datawithin a comparison case study to analyse relationships between teachers’perceptions of the challenges and successes in implementing IBL and the students’attitudes to science and mathematics. In this conference paper, we presentqualitative data from the pre-PD interviews with teachers and students. These datareflect divergent views in relation to their anticipations and concerns, andemerging themes are intended as a baseline for the comparison case study. Inaddition, these diverging views add to our understanding of the ways teachers andstudents adapt to new pedagogies within their existing belief systems.

Item Type:	Conference or Workshop Item (Paper)
Authors/Creators:	Murphy, C and Calder, N and Mansour, N and Abu-Tineh, A
Keywords:	inquiry-based learning, professional development, teacher and student perspectives
Journal or Publication Title:	Integrated Education for the Real World 5th International STEM in Education Conference Post-Conference Proceedings
Publisher:	Queensland University of Technology
Copyright Information:	Copyright unknown
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