الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 78
We maintain that higher education institutions could provide a more sustainable linguistic
experience for Arab graduates by addressing these shortcomings, among others.
(7) Chaaban, Y.; Alkhateeb, H.; Abu-Tineh, A.; Romanowski, M. (2023). Exploring teachers’
perspectives on career development: Q methodology research. Teaching and Teacher Education.
122. https://doi.org/10.1016/j.tate.2022.103987.
ﯾﻤﻦ ﺷﻌﺒﺎن.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
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 (100203).
https://doi.org/10.1016/j.ijedro.2022.100203
Globally, gender differences in the teaching profession are a longstanding public policy concern.
International organizations and scholarly research routinely sound alarms concerning the low
number of males joining the teaching profession. Although there have been multiple explorations
of why the teaching profession has become gender imbalanced in favour of women, such studies
have largely focused on the Global North. To this end, this study aimed to elucidate the situation
in the Global South. Specifically, through Q-methodology, this study explored the perceptions of a
group of G12 Qatari male students on joining teaching as a possible profession. The data showed
that, to varying degrees, these students rejected the idea of becoming teachers. They took one of
two positions: non-negotiable refusal or negotiable refusal. These positions are explained, and longterm strategies are proposed for policymakers in Qatar to gradually steer the ship towards a more
equitable direction.
(8) Chaaban, Y.; Abu-Tineh, A.; Alkhatib, H. & Romonowski, M. (2022): A Narrative Study
Exploring Content and Process Influences on Male Teachers’ Career Development, Leadership and
Policy in Schools. DOI: 10.1080/15700763.2022.2134803
. ﯾﻤﻦ ﺷﻌﺒﺎن.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
Romanowski, M.; Alkhateeb, H. & Sellami, A. (2022). Problematizing K-12 Best Practices in the
Gulf Cooperation Council Region. Equity in Education & Society. Vol. 0 (0) 1–15.
Emerging from the discourse of business in the 1960s, the concept of “best practices” has gained
increasing status in education but has rarely been problematized. This essay aims to problematize
the use of K-12 best practices in the Gulf Cooperation Council Region (GCC) since nowhere is the
importing of best practices more evident than in the GCC region. Using Foucault’s notion of
problematization as the theoretical framework, this essay provides an understanding of how best
practices have emerged as a solution to educational change, how these practices are legitimized,
and how the use of best practices has evolved into challenges for those relying on best practices to
bring about educational change. The discussion centres on five central challenges: (1) educational
transfer and profit-making, (2) a false universalism, (3) leapfrogging, (4) language and discourse,
and (5) the fidelity of implementation. The essay concludes by addressing the issue of using
problematizing as a tool for transformative or reconstructive possibilities.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
