الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 26
received. A total of 514 teachers voluntarily completed the survey. The results showed that
elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and
ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy
and years of experience in the three fields. However, no significant differences were found between
self- efficacy, gender, and age in the area. Results indicated that the more years of experience
teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that
unmotivated students were the most frustrating challenge primary teachers faced in online teaching.
(25) Yousef, W., Al Qadhi, S., & Du, X. (2021). Enhancing STREAMS design for student
teachers in a Problem Based Learning (PBL) setting. Journal of Positive Psychology and
Wellbeing, 5(3), 1521-1532. ISSN 2587-0130
To achieve Qatar's vision for 2030, Qatar's educational direction is moving enthusiastically towards
implementing STEM-based curriculum integration. Qatar's Vision for 2030 is based on striving for
development at all levels, especially human development. Qatar University's (QU) vision is aligned
with the 2030 vision. QU is seeking to build up students-teachers teaching philosophies, which can
be reflected on their daily lesson plans of STEMS and STEAM as these approaches have proven
their effectiveness in other developed countries (" Qatar university," 2019).
However, little to no research has been done to study the attitudes and perceptions of applying preservice teachers in Qatar to implement the STREAMS approach to encourage reading and writing
among schools. Facing these challenges, the student's teacher's preparation program is encouraged
to implement PBL as an innovative instruction to teach the students' teachers about a different
aspect of the STREAMS approach. Higher education courses tend to teach education theories and
best practices passively with little effort to assist in learner assimilation of those theories in practice.
The project-based learning (PBL) approach was introduced in pre-service education at Qatar
University. PBL was introduced as a foundation of good instruction when planning and using the
STREAMS approach (Science, Technology, Reading, Engendering, Arts, Maths, and Social).
(26) Chaaban, Y., Qadhi, S., & Du, X. (2021). Student teachers’ agency in the transition to
emergency online learning. Research in Post-Compulsory Education, 26(2), 231-255.
https://10.1080/13596748.2021.1909926
.ﯾﻤﻦ ﺷﻌﺒﺎن.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(27) Qadhi, S., & Floyd, A. (2021). Female English teachers perceptions and experience of
continuing
professional
development
in
Qatar. Education
Sciences, 11(4),
160.
https://doi.org/10.3390/educsci11040160
The Qatari government views English language learning as crucial to the country’s future success.
Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar
may not necessarily have the appropriate training, qualifications, and experience to enable them to
teach successfully. Despite growing research and interest in the continuing professional
development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of
research in Middle Eastern countries in general and in Qatar in particular. The aim of this study
was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar
in order to develop new practical and theoretical insights into our understanding of this area. The
study draws on data from life history interviews undertaken with 16 female ELTs with at least 3
years of teaching experience in Qatari schools. The study found that the participants had very
different experiences of CPD based on their personal and professional characteristics. This suggests
26
ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
