Qatar’s English Education Policy in K-12 and Higher Education: Rapid Development, Radical Reform and Transition to a New Way Forward

MacLeod, Paul; Abou-El-Kheir, Amir

doi:10.1007/978-3-319-46778-8_11

Cited by 28 publications

(7 citation statements)

References 16 publications

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“…Although teaching English has become increasingly important at a national level in Qatar, English language teachers (ELTs) employed in the country may not necessarily have the appropriate training, qualifications and experience to enable them to teach successfully at the local level [6]. It appears that ELTs could face certain complications when teaching English to students due to the lack of their own expertise and training [7][8][9]. However, as there has been very little research carried out in this area, it is not especially clear exactly what these difficulties might be and what might be done to overcome them to help improve English language teaching in this country.…”

Section: Introductionmentioning

confidence: 99%

Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

Qadhi

Floyd

2021

Education Sciences

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The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

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Section: Introductionmentioning

confidence: 99%

Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

Qadhi

Floyd

2021

Education Sciences

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“…In a similar vein, Al-Naimi et al (2020) maintained that teachers in Qatar's government schools experience 'a considerable gap between what teachers learned at the College of Education and the reality of the schools' daily practices ' (p. 133). Another challenge faced by college-based teacher education in Qatar is the attraction of male candidates, specifically Qatari nationals (MacLeod & Abou-El-Kheir, 2017;Chaaban and Du (2017). Recruiting male candidates has proven to be challenging for two main reasons.…”

Section: Teacher Education Landscape In Qatarmentioning

confidence: 99%

Challenges facing teacher education in Qatar: Q methodology research

Alkhateeb

Romanowski

Sellami

et al. 2022

Heliyon

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“…Over the years, the reforms were deemed ineffective. MacLeod and Abou-El-Kheir (2017) provide statistics demonstrating that students did not perform better on standardized tests before the reforms and that Qatar remains close to the bottom of education rankings for the developing world as evidence of the reform’s failure. Said and Friesen (2013) cite the significant decline, over the past 15 years, in students studying mathematics and science at secondary and tertiary levels and the declining interest in mathematics and science.…”

Section: Education In Qatarmentioning

confidence: 99%

Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools

Romanowski

Qadhi

2022

SAGE Open

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Launched in 2014, Teach for Qatar (TFQ) is a local non-governmental organization under Teach For All (TFALL) that recruits and prepares graduates and professionals as teaching fellows in the Qatari government schools. This qualitative exploratory study used semi-structured interviews to identify TFQ Fellows’ challenges they faced and the resources available during their teaching in Qatar’s Government Schools. Findings indicate that these TFQ Fellows experienced similar challenges that TFALL participants face worldwide and regional, including unreal expectations, unexpected workloads, and unmotivated and unprepared students. It was reported that TFQ provides a comprehensive and valuable resource and support system that enabled these individuals to complete their 2-year commitment. The discussion offers additional insights into the TFQ program and how these findings might benefit teacher education programs and programs like TFQ.

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Qatar’s English Education Policy in K-12 and Higher Education: Rapid Development, Radical Reform and Transition to a New Way Forward

Cited by 28 publications

References 16 publications

Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

Challenges facing teacher education in Qatar: Q methodology research

Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools

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