الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 49
(29) Sellami, A., Ammar, M., & Ahmad, Z. (2022). Exploring teachers’ perceptions of the
barriers to teaching STEM in high schools in Qatar. Sustainability, 14, 15192.
https://doi.org/10.3390/su142215192
Understanding teachers’ attitudes and perceptions of STEM teaching is a key pathway to enhance
effective STEM teaching. Inarguably, teachers are the cornerstone of educational quality and play
a central role in students’ academic performance. Specifically, the pedagogical strategies teachers
employ and their effective use in the classroom are strong determinants of students’ enrollment or
retention in STEM fields of study and eventual careers. This study sought to explore the
experiences
of high school STEM teachers in Qatar, focusing on the pedagogical approaches they utilize and
the challenges they encounter, with the aim of delving into how these approaches and barriers affect
the teaching of STEM in the country’s high schools. The study’s design is observational, with data
collected using a survey of 299 secondary high school STEM teachers (11th and 12th grades). To
attain the goal of this study, we examined the barriers perceived to impede engagement in effective
STEM teaching from high school teachers’ perspective. The study’s findings pointed to the
influence of student- and school-related factors in shaping STEM teaching. Significant differences
were detected based on teachers’ gender, grade level of teaching, age group, and university
education. Logistic regressions revealed that teachers’ demographic attributes, including age group
and university education, affect their likelihood to use STEM pedagogies in class. This likelihood
was significantly affected by student-related barriers and the learning resources/materials employed
in classrooms. These findings postulate critical evidence in directing the development of successful
STEM learning practices within Qatar’s high schools.
Author Books:
(30) Sellami, A., Arar, K., & Sawalhi, R. (2023). Higher education and scientific research in the
Arabian Gulf States: Opportunities, aspirations and challenges. Abingdon, UK: Routledge/Taylor
& Francis.
This book takes a closer look at the relation between current issues and trends in higher education
and scientific research in the Arab World and in the Gulf Cooperation Council (GCC) states of
Qatar and United Arab Emirates (UAE). This thoroughly researched text traces the development of
higher education in the GCC area as it continues to be positioned in an intersection of international
and local factors. The text further articulates the pivotal political and cultural influences that act as
real and perceived barriers towards the advancement of key fields. The chapters analyze the current
policy trends, structures, and coping alternatives in addressing higher education challenges, whilst
also providing comparative first-hand texts with the other Arab states in the region. By drawing
focus on the GCC area, the text identifies the crucial factors that hamper learning and research
performance. The book serves as an invaluable discussion on the implications for policy makers
and HEIs in relation to the eponymous regions and other Arab states in the GCC area. Enhancing
understanding of the scope, scale, and complexity of higher education and scientific research in the
GCC area, the book will be of interest to academics, researchers, and post-graduate students in the
fields of educational policy, comparative and international education and higher education.
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