الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 83
beyond the individual and into the institutional space. By analyzing the ways in which PBL may
become problematic within the Qatari HE context, this chapter concludes with suggestions for
understanding the limitations and challenges in implementing a PBL approach in a non-Western
context, and finding local solutions to local problems that build on indigenous knowledge and ways
of knowing.
(7) Sellami, A., Chaaban, Y, & Qadhi, S. (2024). An eye on the future: Student plans for Higher
Education in Qatar. Journal of Educational Sciences (CED) (in press).
ﻋﺒﺪ اﻟﻠﻄﯿﻒ ﺳﻼﻣﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(8) Chaaban, Y., Al-Thani, H., & Du, X. (2024). The role identities of discipline-specific
facilitators in a multi-tiered professional development program in higher education. Educational
Research and Evaluation. https://doi.org/10.1080/13803611.2023.2281347
The study explored the emerging role identities of eleven faculty who served as discipline-specific
facilitators in a multi-tiered PD program, as well as the affordances and constraints which
contributed to the (mis)alignment between the role identity of facilitator and their other roles as
faculty. Taking the collective as the unit-of-analysis, we showed that variations occurred in the
salience of facilitators’ self-perceptions, beliefs, goals, and action possibilities. These variations
occurred within and across their multiple roles including learner, teacher, researcher, middle leader,
and peer roles, and were triggered mainly by the (1) in/compatibility of facilitators’ pedagogical
beliefs with PD goals and activities, (2) un/confidence in the facilitator role, and (3)
absence/presence of institutional support. We suggest that the PD program provides a useful model
for professional learning in Higher Education contexts, and that facilitators’ role identities are
important tools worthy of further support and exploration.
(9) Sawalhi, R., & Chaaabn, Y. (2023). Exploring teacher leadership in times of uncertainty.
Asia
Pacific
Journal
of
Educators
and
Education,
38(2),
47-65.
https://doi.org/10.21315/apjee2023.38.2.4
This qualitative study voices teachers’ and school leaders’ perspectives on teacher leadership in the
aftermath of the educational disruption that lasted over two consecutive academic years. Research
studies have documented the influences of this disruption on teacher leadership as it unfolded in
schools worldwide, including in Qatar. This research examines teacher leadership manifestations
after schools reopened for onsite teaching and learning, and it focuses on the following questions:
What are the main changes in teachers’ leadership practices based on teachers’ and school leaders’
perspectives? To what extent did teachers develop different leadership practices towards students,
colleagues, school leaders, and parents? What have teachers taken away from their experiences
during COVID-19 that they will use in classrooms in the future? The sample is comprised of 14
educators working in Qatar government schools. The educators include primary school teachers (N
= 10), vice-principals (N = 3), and a principal (N = 1). Findings reveal that teachers acquired
adaptation skills that they carried to the school context. The educators further expanded their
communication skills to encompass multiple stakeholders inside and outside the school. Lastly, the
educators acquired technological skills that have supported student learning and professional
learning. These teacher leadership manifestations were informal and voluntary and did not have a
formal status or recognition. Despite these continuous changes and new requirements, several
manifestations of teacher leadership, which had emerged during the pandemic, had disappeared.
The study thus argues that the relapse of specific teacher leadership indicators may be due to the
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
