الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 89
evaluated by multiple education stakeholders, including teacher educators, professional
development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated
six diverse viewpoints and revealed a lack of overarching consensus statements among the
viewpoints. Several statements were also considered controversial as different participants revealed
contrasting views in regard to their importance for pre-service teachers. Implications for practice
using the competency framework as a dynamic communication and reflection blueprint for
implementing ESD are discussed.
(24) Yamak, M. & Chaaban, Y. (2022) Lebanese pre-service teachers’ dispositions and efficacy
beliefs in an early-years mathematics methods course. Mathematics Teacher Education and
Development, 24(2), 19–32. https://mted.merga.net.au/index.php/mted/article/view/686
With the growing emphasis on early mathematics education, it is imperative to explore the
preparedness of early years mathematics pre-service teachers in relation to content knowledge,
beliefs, and dispositions. Therefore, this mixed-methods study explored Lebanese pre-service
teachers’ mathematics dispositions and efficacy beliefs in the context of a mathematics methods
course. The sample comprised of 11 pre-service teachers who completed a survey prior to and after
completing the methods course. Additionally, they each participated in a semi-structured interview
shortly after beginning the course. Results revealed pre-service teachers had the most positive
beliefs with regards to how mathematics is learned, the nature and usefulness of mathematics, and
personal teaching efficacy. Following the course, statistically significant differences were observed
with regards to how mathematics is learned, personal teaching efficacy beliefs, and general teaching
efficacy beliefs. Practical implications include the importance of subject-specific mathematics
methods courses for teachers of younger children, as well as supporting the development of preservice teachers’ conceptual mathematical understanding prior to entering the profession.
(25) Chaaban, Y., Alkhateeb, H., Abu-Tineh, A, & Romanowski, M. H. (2022) Exploring
teachers’ perspectives on career development in Qatari government schools: Q methodology
research.
Teaching
and
Teacher
Education,
122,
103987.
https://doi.org/10.1016/j.tate.2022.103987
Recruiting, preparing and supporting teachers remain a public concern in many countries, with
similar concerns voiced in Qatar. Using a Systems Theory Framework, this study explored the
systems of influence on Qatari teachers' career developmentwithin individual, social, and
environmental-societal contexts. Q methodology was applied, using a 40-statement Q-sample.
Forty-two teachers participated in this study, including 27 males and 15 females. Results revealed
four distinct perspectives with minimal consensus, and alluding to different career plans: (F-1)
considering career prospects, (F-2) pursuing leadership positions, (F-3) surviving in the profession,
and (F-4) contemplating leaving the profession. Implications for policy planning are discussed.
(26) Du, X., Guerra, A., Nørgaard, B., Chaaban, Y., Lundberg, A., & Ruan Lyngdorf, N. E.
(2022). University teachers’ change readiness to implement education for sustainable
development through participation in a PBL-based PD program. Sustainability.
https://doi.org/10.3390/su141912079
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
