Teachers' Perceptions of Student Engagement and Active Learning Implementation in a National Private School in Egypt: Laying the Foundation for the 21st Century Skills

Autor/in	Elkabani, Maha
Titel	Teachers' Perceptions of Student Engagement and Active Learning Implementation in a National Private School in Egypt: Laying the Foundation for the 21st Century Skills
Quelle	(2023), (104 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Boston University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4472-0
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Active Learning; Teaching Methods; 21st Century Skills; Teacher Collaboration; Barriers; Teaching Experience; Teacher Student Relationship; Teacher Administrator Relationship; Faculty Development; Educational Needs; Professional Autonomy; Educational Change; Low Income Students; Leadership Role; School Administration; Private Schools; Foreign Countries; Egypt + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational need; Bildungsbedarf; Berufsfreiheit; Bildungsreform; Private school; Privatschule; Ausland; Ägypten
Abstract	This study explored teachers' perceptions of active learning implementation focusing on the challenges and opportunities they face to effectively implement active learning in a low-income private school in Giza, Egypt. A qualitative case study was utilized to understand teachers' lived experiences implementing students' active learning. The study was guided by five research questions: (1) How do teachers perceive the implementation of active learning as a pedagogical approach? (2) What challenges and opportunities do they face when implementing active learning? (3) How does students active learning impact collaboration among teachers? (4) Do teachers feel supported in implementing active learning? Why or why not? (5) What supports do teachers and administrators believe are needed for active learning to succeed? The study involved triangulating between the data collected through classroom observations and in-depth semi-structured one-on-one interviews. The data analysis led to four main findings to support the effective implementation of active learning. First, teachers need a supportive, flexible school leader to lead the vision for the efficient implementation of active learning while facilitating solutions for possible challenges. Second, offering teachers professional development opportunities that are tailored to their needs is essential for their ability to nurture their pedagogical approach for implementing active learning. Third, many teachers need more support in developing a collective understanding of PBL as a pedagogical approach that utilizes students active learning and its requirements while having a sense of agency in constructing a definition that is relevant to their context. Fourth, teachers' understanding of active learning seemed to focus more on the engagement with the content rather than collaborative peer-to-peer engagement. This study contributes to the educational field by providing a more comprehensive understanding of the factors that influence pedagogical change in low-income settings in Egypt specifically, and in the Global South more broadly. Moreover, the study highlights the importance of the school leadership role in the effective implementation of active learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01