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引用次数: 0
摘要
本研究试图从卡塔尔公立学校教师的角度出发,找出有效教学所面临的障碍。本研究使用了 "2018 年卡塔尔教育研究"(Qatar Education Study 2018)的调查问卷数据,这是一项具有全国代表性的抽样调查,共调查了 424 名学校教师,以确定他们认为在努力提供有效教学时所面临的首要障碍是什么。本研究试图了解生态系统论的五个不同系统如何影响卡塔尔背景下的有效教学。基于 Stata 16 数据分析,使用百分比和平均评分来确定有效教学的突出障碍。结果表明,与学生相关的障碍,如学习动机和学生的不同能力,以及与学校相关的障碍,包括教师的工作量,都会影响有效教学。本文对相关结果进行了讨论,并提出了相关的决策干预建议,以及对未来学习和研究的呼吁。
Teachers' perceptions of the barriers to effective teaching in Qatar's government schools
This study sought to identify the barriers to effective teaching from the perspective of teachers in Qatar's government schools. This study used survey questionnaire data from the Qatar Education Study 2018, a nationally representative sample of 424 school teachers, to determine what they consider the top barriers facing them as they work to provide effective instruction. The current study seeks to understand how the five different systems of the ecological systems theory influence effective teaching in the context of Qatar. Based on Stata 16 data analyses, percentages and mean ratings were used to identify salient barriers to effective teaching. Results indicated that student‐related barriers, such as motivation and differing student abilities, and school‐related barriers, including teachers' workload, influence effective instruction. A discussion of pertinent results is offered, and relevant recommendations for policy‐making intervention and calls for future study and research are provided.
期刊介绍:
The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.