الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 16
an inductive approach because it is essential to include the perceptions and opinions of participants
to explore the impact of cognitive coaching. This study conducts an analysis of variance and the
survey to conduct a quasi-experimental model. This paper summarizes the findings of a study that
focused on the effectiveness of cognitive coaching among TEFL teachers. After conducting
qualitatively and quantitatively research investigating the role of cognitive coaching in enhancing
outcomes among TEFL teachers, it was clear that cognitive coaching had significant learning
outcomes when appropriately performed.
(9) Al Qadhi, S., Yousef, W., & Abu-Shawish, R. K. (2021). Impact of Cultural Competence
and Education of a Preservice Teacher and Pedagogical Style. Review of International
Geographical Education Online, 11(10). ISSN: 2146-0353
ﺳﺒﺄ ﻗﺎﺿﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(10) Abu-Shawish, R. K., Ellili-Cherif, M., & Romanowski, M. H. (2021). Teachers’
Experiences and Challenges with Student Diversity in Qatar’s Government Schools. The
International Journal of Diverse Identities, 21 (1), 13-26.
Globalization has changed the demographics of the Gulf Cooperation Countries (GCC) countries
creating vastly diverse resident populations. Notably, Qatar has emerged as a multinational and
multicultural nation. Qatar’s record economic growth demands high-and low-skilled expatriate
workers causing a substantial discrepancy between citizens and expatriates. Nowhere is this more
evident than Qatar’s government schools, where 27 percent of teachers are Qatari, 66 percent are
other Arab nationals, and 6 percent are from non-Arab nations. Diversity is also evident in the
student population containing approximately 56.5 percent Qatari Nationals and 43.5 percent nonnationals from various Arab and non-Arab countries. Despite the vast body of research on diversity,
little is written about primary school teachers’ perspectives toward student diversity in the GCC.
(11) Abu-Shawish, R. K., Romanowski, M. H. & Amatullah, T. (2021). Policy borrowing and
developing knowledge economies in GCC countries: A critique from a Human Capital Theory
perspective. Asia Pacific Education Review 22, (77–88).
Globalization presents Gulf Cooperation Council (GCC) countries with opportunities for economic
growth and transformation, as many of these nations face economic challenges such as the need for
a diversified knowledge-based economy because of the finite resource of hydrocarbons. This
requires the development of human capital providing workers with new and advanced skills and
competencies. Education has become increasingly important on national agendas in the GCC,
leading to an increase in transferring educational reforms often founded on Human Capital Theory
(HCT). This article examines how HCT is embedded in the development of knowledge economies
and reforms in many GCC countries and identifies the possible differences between western
understandings of Human Capital Development (HCD) and GCC nations. In particular, the article
addresses cultural preservation, specifically identity and language, against the backdrop of HCD in
the GCC nations. Discussion centers on HCD from a local perspective raising concerns about HCT
as a guiding educational theory in the GCC. This is followed by several suggestions for
policymakers to consider when developing an education system that includes the skills deemed
necessary for economic development while simultaneously preserving national identity and the
Arabic language.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
