Teachers' Readiness for a Statewide Change to PjBL in Primary Education in Qatar

Autor/inn/en	Du, Xiangyun; Chaaban, Youmen
Titel	Teachers' Readiness for a Statewide Change to PjBL in Primary Education in Qatar
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 14 (2020) 1, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Du, Xiangyun) ORCID (Chaaban, Youmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Foreign Countries; Readiness; Educational Change; Curriculum Implementation; Active Learning; Student Projects; Public Schools; Educational Policy; Elementary School Teachers; Self Efficacy; Teacher Competencies; Positive Attitudes; Teacher Attitudes; Administrator Attitudes; Principals; Professional Development; Barriers; Teaching Conditions; Adjustment (to Environment); Qatar + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Aktives Lernen; Schulprojekt; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Lehrerverhalten; Principal; Schulleiter; Lehrbedingungen; Unterrichtsbedingungen; Katar
Abstract	This study investigated the readiness of teachers towards implementing project-based learning (PjBL), mandated by a top-down policy at the national level, in Qatari government primary schools. With multiple qualitative data, the study reported a lack of readiness among teachers at the initial stage of change. Despite good intentions, the change message was not successfully communicated to the change recipients, i.e., teachers. Teachers' lack of understanding of PjBL served as a major reason for difficulties encountered, including their low confidence in implementing PjBL and their inability to recognize the appropriateness or acknowledge its potential benefits. Nevertheless, teachers from a supportive school environment reported positive attitudes and perceptions of valence. Accordingly, system support and effective professional development are crucial for teacher readiness to implement PjBL. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01