الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 60
(5) Roshan, K., Wen, X., & Mansour, N. (2023). The role of English and the Sociocultural
structure of Bahasa: A study of Brunnei Darussalam. Asian-Pacific Journal of Second and Foreign
Language Education. 8 (14), https://doi.org/10.1186/s40862-023-00186-5 (Indexed Scopus, Q1, IF
1.9 and WoS, IF 0.85)
This paper looks at the role of English in Brunei and the sociocultural structure of Bahasa/language
in Brunei Darussalam. The aim of this research is to critically analyse sociocultural theory from
Vygotsky’s “peak psychology” approach and understand depth-knowledge of sociocultural theory
from other scholars’ perspectives. The scholars’ views on education, language and sociocultural
importance-related topics have been analysed by Barry, Goode, Jones, Haji-Othman, Sharbawi and
Gardiner. These scholars’ ideas give a better understanding of the sociocultural importance of
Bruneian’s individual development. For this research, a qualitative method applies and collected
data is critically analysed in detail. This research has the potential to discuss the link between
language evolution and Bruneian sociocultural development. The “Citizenship Acts 1961” is
relevant to discuss the theoretical concepts like, ‘nationality’ and ‘ethnic identification’ from the
Bruneian context. To put it in a nutshell, the ratification of “Melayu Islam Beraja” or “Malay
Islamic Monarchy” and the impact of linguistic diversity in Brunei consist of a Bruneian identity.
In bilingual education policy, Bahasa Melayu and English have a major role in the child
development. Although a balance of regional languages and English is essential to maintain the
“Bruneian” identity. Brunei is a small country but it is diverse, multilingual and multicultural.
(6) Said, Z., Mansour, N., & Abu-Tineh, A., (2023) Integrating technology pedagogy and
content knowledge in Qatar’s preparatory and secondary schools: The perceptions and practices of
STEM teachers. EURASIA Journal of Mathematics, Science and Technology Education, 19(6),
DOI: 10.29333/ejmste/13188 (Indexed Scopus, Q1, Cite score 4.2)
This paper is part of a project on enhancing STEM teaching through teachers’ professional
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.
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