الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 37
development (TPD). The aim is to explore K-12 science and mathematics teachers’ views and
practices about implementing STEM through technological pedagogical content knowledge
(TPACK) model in Qatar and identify their challenges. The objective is to develop a TPD program
using project-based learning pedagogical intervention to support K-12 science and mathematics
teachers and to train them on how to implement PBL in their teaching practices. 245 STEM teachers
from 16 preparatory and secondary schools, representing an equal number of males and females,
responded to a STEM-TPACK survey on perceptions of and practices in teaching STEM subjects.
One hundred thirty-seven preparatory (grades 7-9) and 108 secondary school teachers (grades1011). Generally, there are no significant differences between the different dual groups in
understanding STEM, TPACK, and embedding technology, with few exceptions in some aspects.
This reflects a high consistency in teaching, pedagogy, and learning environments among these
groups (gender, teaching level, and STEM subjects taught). Preparatory school teachers show more
variations in all elements of TPACK than secondary school teachers, as reflected by values of
standard errors of the mean (SEM). Male teachers show slightly more understanding of elements
of TPACK and have somewhat higher means than female teachers. SEM for female teachers is
slightly higher, indicating more variation among female teachers than male teachers. However, the
difference is also insignificant, as characterized by the small effect sizes ranging from 0.13 to 0.31,
small t-test values, and high p-values.
(11) Alkhateeb, H., Romanowski, M., Chaaban, Y., & Abu-Tineh, A. (2022). Men and
classrooms in Qatar: A Q methodology research. International Journal of Educational Research
open, 3, https://www.elsevier.com/locate/ijedro.
. ھﺪﯾﻞ اﻟﺨﻄﯿﺐ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(12) Alshaboul, Y., Alazaizeh, M., Al-Shboul, Q., Newsome, M., & Abu-Tineh, A. (2022).
University instructors and students’ attitudes toward distance education: The case of Qatar. Journal
of Positive Psychology, 6(8), 7940-7959.
. ﯾﻮﺳﻒ اﻟﺸﺒﻮل.د.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ ا
(13) Chaaban, Y., Abu-Tineh, A., Alkhateeb, A., & Romanowski, M. (2022). A narrative study
exploring content and process influences on male teachers’ career development. Leadership and
Policy in Schools, 21(4), DOI: 10.1080/15700763.2022.2134803
. ﯾﻤﻦ ﺷﻌﺒﺎن.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(14) Alkhateeb, H., Romanowski, M., Sellami, A., Abu-Tineh, A., & Chaaban, Y. (2022).
Challenges facing teacher education in Qatar: Q methodology. Heliyon, 8(7), DOI:
https://doi.org/10.1016/J.HELIYON.2022.E09845.
ھﺪﯾﻞ اﻟﺨﻄﯿﺐ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(15) Murphy, C., Abu-Tineh, A., Calder, N., & Mansour, N. (2021). Teachers and students’
views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms.
Teaching and Teacher Education, 104, https://doi.org/10.1016/j.tate.2021.103367 .
Teachers and students' dispositions have a major influence towards the introduction of inquirybased learning (IBL). In this study we present analysis of pre-professional development interview
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
