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Women ESL teachers' perception about their roles and professional development needs in Qatar’s education for a new era

Al-Obaidli, Kholode (2010)
Ph.D. thesis, University of Birmingham.

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Abstract

Research shows that successful educational reform is multi-faceted requiring rigorous planning and investment in teacher professional development. The focus of this study is women ESL teachers in Qatar’s public school educational reform, Education for a New Era which created 36 publicly funded Independent Schools with a standards-based curriculum using English as a Second Language as the medium of instruction in mathematics and science. The research investigated the perceptions of women ESL teachers regarding Qatar’s reforms and their experiences using new approaches to teaching ESL. Professional development needs were also identified. A mixed method approach was used. A questionnaire was distributed to 233 women ESL teachers and 18 semi-structured interviews conducted. Generally, teachers valued increased freedom, but expressed a lack of support, and noted increased workloads and conflicts between professional roles and private lives. Change facilitators were seen as supportive. Views about school administrators varied.

Type of Work:Ph.D. thesis.
Supervisor(s):Creese, Angela
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:Education
Subjects:LB Theory and practice of education
LB2300 Higher Education
Institution:University of Birmingham
ID Code:791
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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