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dc.contributor.authorMurphy, Carolen_NZ
dc.contributor.authorAbu-Tineh, Abdullahen_NZ
dc.contributor.authorCalder, Nigel Stuarten_NZ
dc.contributor.authorMansour, Nasseren_NZ
dc.contributor.editorSwanson, Carolyn Julieen_NZ
dc.contributor.editorEarl Rinehart, (Suzanne) Kerryen_NZ
dc.contributor.editorMills, Judith Patriciaen_NZ
dc.date.accessioned2018-07-23T21:59:59Z
dc.date.available2018en_NZ
dc.date.available2018-07-23T21:59:59Z
dc.date.issued2018en_NZ
dc.identifier.citationMurphy, C., Abu-Tineh, A., Calder, N. S., & Mansour, N. (2018). Implementing dialogic inquiry in Qatari mathematics and science classrooms: Challenges and provocations. Teachers and Curriculum, 18(1), 33–40. https://doi.org/10.15663/tandc.v18i1.318en
dc.identifier.issn2382-0349en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/11979
dc.description.abstractIn 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.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWIlf Malcolm Institute of Educational Researchen_NZ
dc.rightsThis article is distributed under the terms of the Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/
dc.subjectInquiry-based learning
dc.subjectprofessional development
dc.subjectshifting pedagogies
dc.subjectWebQuests
dc.titleImplementing dialogic inquiry in Qatari mathematics and science classrooms: Challenges and provocationsen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/tandc.v18i1.318en_NZ
dc.relation.isPartOfTeachers and Curriculumen_NZ
pubs.begin-page33
pubs.elements-id226061
pubs.end-page40
pubs.issue1en_NZ
pubs.notesQA Attacheden_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2018 PBRF
pubs.organisational-group/Waikato/FEDU
pubs.organisational-group/Waikato/FEDU/2018 PBRF - FEDU
pubs.organisational-group/Waikato/FEDU/Te Hononga School of Curriculum and Pedagogy
pubs.volume18en_NZ


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