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Abstract

Several studies have identified stress factors that teachers might experience in changing from a traditional approach to a more student-centred inquiry-based learning (IBL) approach. In this study, we report on teachers’ perceptions following professional development (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 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.

Item Type:	Article
Authors/Creators:	Murphy, C and Abu-Tineh, A and Calder, N and Mansour, N
Keywords:	inquiry-based learning, teacher perspectives, professional development, STEM
Journal or Publication Title:	Teachers and Curriculum
Publisher:	Wilf Malcolm Institute of Educational Research, Division of Education, University of Waikato
ISSN:	2382-0349
DOI / ID Number:	https://doi.org/10.15663/tandc.v19i1.333
Copyright Information:	Copyright 2019 The Authors. Licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) https://creativecommons.org/licenses/by-nc-sa/4.0/
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