BibTex RIS Kaynak Göster

Teacher beliefs and education reform in Abu Dhabi: 21st Century Skills?

Yıl 2015, Cilt: 2 Sayı: 2, 36 - 60, 11.12.2015
https://doi.org/10.21666/mskuefd.31152

Öz

Education reform, in particular, curriculum reform, of the magnitude being implemented in Abu Dhabi and involving such different cultural contexts and expected paradigm shifts, poses a number of questions with respect to implementation, on-going challenges, and future impact for teachers, students and the community. This paper focuses on the relationship between the results of the Teacher Belief’s Survey and the teachers’ classroom practice. The research reported in this paper took place in Abu Dhabi where the Arab teachers had been entrenched in mostly traditional approaches to teaching. The large-scale education reform, being carried out at the time of writing this paper, required the teachers to shift to a constructivist approach. The study involved a mixed methods approach in which quantitative and qualitative data were collected sequentially. As a first step, the newly-developed Teacher Belief Survey was administered to 198 teachers across the emirate. The second step involved a case-study approach, involving 15 teachers, that was used to further examine teacher beliefs and observed practice. Lesson observations were conducted with each of the case study teachers that were preceded by a semi-structured interview with each teacher and a post lesson observation interview. The results indicated that the teachers were willing to comply with the reform initiatives; however, they continued to hold more traditional beliefs about their role in the classroom and their philosophy of teaching and learning acquisition. Observations corroborated these findings, indicating that the teachers choice of delivery, use of student collaboration and the physical environment, were not what they believed it to be.  Interviews and observations showed that culture, fear, a lack of knowledge and understanding by teachers and incongruent interpretations of terminology were strong mitigating factors that were impeding the Arab teachers’ implementation of curriculum reform initiatives.

 Keywords: Abu Dhabi, Teacher belief, curriculum reform initiatives, 

Kaynakça

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Öğretmen inançları ve Abu Dabi’de Eğitim reformu: 21. Yüzyıl becerileri?

Yıl 2015, Cilt: 2 Sayı: 2, 36 - 60, 11.12.2015
https://doi.org/10.21666/mskuefd.31152

Öz

Abu Dabi’de eğitimde- özellikle programlarla ilgili kapsamlı reform çalışmaları uygulanmaktadır. Farklı kültürel bağlamları ve paradigma kaymalarını içeren reform hareketinin gelecekte, öğretmenler, öğrenciler ve toplum için uygulamalarda bir dizi zorlukları, soruları ve mücadeleleri içerebilecektir. Bu makale öğretmenlerin inançları ile sınıf uygulamaları arasındaki ilişkilere odaklanmıştır. Bu araştırma, Abu Dabi’deki çoğunlukla öğretimde geleneksel yaklaşımın yerleşmiş olduğu Arap öğretmenlerle gerçekleşmiştir. Büyük ölçekli eğitim reformunda öğretmenlerin yapılandırmacı yaklaşıma geçmelerinin gerekli olduğu belirtilmiştir. Bu çalışma, nitel ve nicel verilerin birlikte kullanıldığı karma yöntemin kullanıldığı bir çalışmadır. Çalışmada ilk basamakta Emirlik genelinde 198 öğretemen üzerinde yürütülen yeni öğretmen inançları anketi uygulanmıştır. İkinci basamakta 15 öğretmen ile durum çalışması yapılmıştır. Bu durum çalışmasında öğretmen inançları ve uygulamaları incelenmiştir. Durum çalışmalarına katılan öğretmenlere yarı yapılandırılmış görüşme formu ile mulakatlar yapılmıştır. Sonuçlar öğretmenlerin reform girişimlerine uymada istekli olduklarını göstermektedir. Buna karşın sınıftaki rollerinde ve öğrenme ve öğretmeye yönelik kendi felsefelerinin daha geleneksel inançlara devam ettikleri görüldü. Öğretmenlerin öğrencilerle işbirliği ve fiziki çevrenin kullanımında inandıklarını gerçekleştiremediklerin gözlenmiştir. Görüşmeler ve gözlemler Arap öğretmenlerinin kültür, korku, öğretmenlerin terminolojiyele uyumsuz bilgi ve anlayış eksikliğinin reform girişimlerindeki gücü azaltıcı faktörler olarak görülmektedir

Kaynakça

  • Abelson, R. (1979). Differences between belief systems and knowledge systems. Cognitive Science, 3, 355-366.
  • Ajzen, I. (1996). The directive influence of attitudes on behavior. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action: inking motivation and cognition to behavior. (pp. 385-403). New York: Guilford Press.
  • Al Fahim, M. (2007). From rags to riches. Abu Dhabi: Makarem Trading.
  • Al-Shammari, Z., Al-Sharoufi, H., & Yawkey, T. D. (2008). The effectiveness of direct instruction in teaching English in elementry public education schools in Kuwait: A research case study. Education 129(1), 80-90.
  • Aldridge, J. M., Fraser, B. J., & Fisher, D. L. (2003). Investigating student outcomes in an outcomes0based, technology-rich learning enviornment. . Paper presented at the Science, mathematics and technology education for all:Proceedings of the Third International Converence on Science, Mathematics and Technology Education, Perth.
  • Aldridge, J. M., Fraser, B. J., & Huang, I. T. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48-62.
  • Alger, C. L. (2009). Secondary teachers' conceptual metaphors of teaching and learning: Changes over the career span. Teaching and Teacher Education, 25, 743-751.
  • Alkhawaldeh, A. (2010). The Challenges faced by Jordanian English language teachers at Amman 1st and 2nd directorates of Education. College Student Journal, 44, 836-859.
  • Anderson, G. (1998). Fundamentals of educational research (2nd ed.). Pennsylvania, USA: RoutlegeFalmer Press.
  • Ayisi, E. O. (1992). An introduction to the study of African culture. Nairobi: East African Educational Publishers.
  • Bakkenes, I., Vermunt, J. D., & Wubbles, T. H. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533-548.
  • Benjamin, J. (2003). Revision and validation of the revised Teacher Beliefs Survey. Paper presented at the Annual Meeting of the American Educational research Association.
  • Bichelmeyer, B., & Hsu, Y. (1999, February ). Individually-guided education and problem-based learning: A comparison of pedaogical approaches from different epistemological views. Paper presented at the 21st, National Convention of the Association for Educational Communications and technology (AECT), Houston, TX.
  • Bloch, G. (2006). Building education beyond crisis: Development today.
  • Boghossian, P. (2006). Behaviorism, constructivism, and socratic pedagogy. Educational Philosphy and Theory, 38(6), 713-722.
  • Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
  • Buchmann, M. (1986). Role over person: Morality and authenticity in teaching. Teachers Colelge Record, 87(4), 429-431.
  • Chai, C. S. (2010). Teachers' epistemic beliefs and their pedagogical beliefs: A qualitative case study among Singaporean teachers in the context of ICT-supported reforms. The Turkish online Journal of Edcuational Technology, 9(4), 128-139.
  • Clandinin, J., & Connelly, F. M. (1987). On narrative methods, personal philosophy, and narrative unities in the study of teaching. Journal of Research in Science Teaching, 23, 293-310.
  • Clarke, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching. (3rd ed., pp. 255-296). New York: Macmillan.
  • Clarke, M., & Otaky, D. (2006). Reflection 'on' and 'in' teacher education in the United Arab Emirates. International Journal of Educational Development, 26, 111-122.
  • Damasio, A. (1994). Descartes' error: Emotion, reason, and the human brain. New York: Putnam.
  • Darwish, N. (2006). Now they call me infidel: Why I renounced Jihad. New York: Penguin Grou (USA) Inc.
  • de Bono, E. (2000). Personal discussion with Edward de Bono. de Bono Institute, Sydney.
  • de Segovia, L. P., & Hardison, D. M. (2009). Implementing education reform: EFL teachers' perspectives. Education, Learning and Training Journal, 63(2), 154-162.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers' self-efficacy beliefs: Development and use of the TEBS-Self. Teacher and Teacher Edcuation, 24, 751-766.
  • Dewey, J. (1933). How we think. Boston: D. C. Heath.
  • Dunn, K. E., & Rakes, G. C. (2011). Teaching teachers: An investigation of beliefs in teacher education students. Learning Environments Research, 14, 39-58.
  • Eisenhart, M. A., Cuthbert, A. M., Shrum, J. L., & Harding, J. R. (1988). Teacher beliefs about their work activities: Policy implications. Theory into Practice, 27(2), 137-144.
  • Fenstermacher, G. (Ed.). (1979). A philosphical consideration of recent research on teacher effectiveness. (Vol. 6). Itasca, IL.: F.E. Peacock.
  • Fishbein, M., & Ajzen, I. (1972). Attitudes and opinions. Department of Psychology, University of Illinois.
  • Fisher, R. (2006). Plus ca change:Change and continuity in literacy teaching. Teacher and Teacher Edcuation, 22, 424-436.
  • Fives, H., & Buehl, M. M. (2008). What do teachers believe?: Developing a framework for examining beliefs about teachers' knowledge and ability. Contemporary Educational Psychology, 33, 134-176.
  • Fraser, B. J. (2007). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. p. 103 - 124). London: Lawrence Erlbaum Associates.
  • Gaad, E., Arif, M., & Scott, F. (2006). Systems analysis of the UAE education system. International Journal of Educational Management, 20(4), 291-303.
  • Grosser, M. M., & Lombard, B. J. J. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teacher and Teacher Edcuation, 24, 1364-1375.
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Toplam 113 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler - Articles
Yazarlar

Monika Von Oppell Bu kişi benim

Jill Aldrıdge Bu kişi benim

Yayımlanma Tarihi 11 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 2 Sayı: 2

Kaynak Göster

APA Oppell, M. V., & Aldrıdge, J. (2015). Teacher beliefs and education reform in Abu Dhabi: 21st Century Skills?. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 36-60. https://doi.org/10.21666/mskuefd.31152