الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 90
This study investigated university teachers’ perspectives on their change readiness to implement
education for sustainable development (ESD) through their participation in a problem-based
learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a
systems-thinking approach to change readiness literature and proposed a four-dimensional
conceptual framework, including intrapersonal, relational, and environmental dimensions. Q
methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four
significantly different viewpoints emerged among the 25 participants regarding what they
considered most important for their change readiness towards ESD, namely (1) improvement of
teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning
to practice, and (4) student learning engagement and professional practice. Revealing a complex
and interrelated connection between the four dimensions of change readiness, these results also
observed university teachers’ expression of learning gains and engagement in prospective change.
Nevertheless, such change readiness was mainly within their micro teaching practice environment,
with little anticipation of commitment to a wider institutional scale of change. Such restrictions on
their change readiness were attributed to constrained institutional conditions and supports for longterm improvement. Results of the study suggested that it is essential to facilitate both individual
awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher
education (HE). In this regard, both systemic and systematic professional learning activities are
recommended.
(27) Chaaban, Y., Abu-Tineh, A, Alkhateeb, H, & Romanowski, M. H. (2022). A narrative study
exploring content and process influences on male teachers’ career development. Leadership and
Policy in Schools. https://doi.org/10.1080/15700763.2022.2134803
Through a Systems Theory Framework, the study explored the systems of influence on male
teachers’ career development within individual, social, and environmental-societal contexts. Four
male Qatari teachers recounted their stories of career past, present and future in this life history
study. Narrative data from four female teachers were also collected to further understand teachers’
work in this context. Three main patterns emerged from the analysis, constituting the influences on
becoming a teacher, on being a teacher, and on future prospects. Implications for policy and
practice are proposed as a set of design directions for a multidirectional career development model.
(28) Alkhateeb, H., Romanowski, M. H., Sellami, A., Abu-Tineh, A & Chaaban, Y. (2022).
Challenges facing teacher education in Qatar: Q methodology research. Heliyon, 8, e09845
https://doi.org/10.1016/j.heliyon.2022.e09845
ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د ھﺪﯾﻞ اﻟﺨﻄﯿﺐ
(29) Alkhateeb, H., Romanowski, A., Chaaban, Y., & Abu-Tineh, A. (2023). 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
. ھﺪﯾﻞ اﻟﺨﻄﯿﺐ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
