Teacher care and motivation: a new narrative for teachers in the Arab Gulf

James, Aleya; Shammas, Nicole

doi:10.1080/14681366.2017.1422275

Cited by 7 publications

(5 citation statements)

References 25 publications

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“…UAE Vision 2021 explicitly focuses on strong and active communities by prioritising "a vibrant and well-knit Emirati society, reinforcing a bond of solidarity among citizens in a spirit of openness toward residents" (United Arab Emirates, 2020b). When describing Emirati society, some researchers highlight the importance of close interpersonal relationships (see Crabtree, 2007;James and Shammas, 2018;Saqr et al, 2014). Among students in the classroom, students take great pride in their identity as Emiratis and support each other, often valuing their group identity over individual choices.…”

Section: Discussionmentioning

confidence: 99%

“…Of the literature that does exist, there is a focus on understanding the motivation for students to pursue a tertiary degree and decisions relating to entering the workforce, particularly for women. Like students in other parts of the world, the primary motivations for Emirati youth to pursue a tertiary degree include getting a secure and wellpaid job, securing a stable future, having a higher social status, meeting society's expectation and fulfilling their dreams (Engin and McKeown, 2017;James and Shammas, 2018).…”

Section: Emirati University Studentsmentioning

confidence: 99%

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Undergraduate teaching assistantships: exploring career readiness and relationality among Emirati students

Patka

Bukhash

Jogia

et al. 2021

HESWBL

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PurposeThe purpose of this study was to pilot an undergraduate teaching assistantship for Emirati students, an area of scholarship underexplored in the Middle East. The teaching assistantship was developed to better prepare students for the workforce, amidst the push for Emiratization.Design/methodology/approachOver the course of one semester, four undergraduate teaching assistants documented their experience through reflexive journals that were analysed using a reflexive thematic analysis.FindingsUndergraduate teaching assistants characterised their experience as providing professional development and learning to connect with student learners. Findings suggest that relationality may be an important factor in student engagement and learning.Practical implicationsUnderstanding the experience of undergraduate teaching assistants can help develop targeted opportunities to enhance career readiness. Exploring the role of relationality could be important in the training and development of the Emirati workforce and help address some of the gaps in skills. Understanding the way in which undergraduate teaching assistants perceive their teaching experience can also provide faculty with insight into their teaching practices.Originality/valueThis exploratory study shows that students are able to acquire skills that may be applied in a variety of work settings (e.g. balancing multiple responsibilities). However, undergraduate teaching assistants expressed wanting to connect with student learners; this may be more culturally rooted and is less explored within the Emirati context. Given the socio-cultural context of the United Arab Emirates (UAE), female Emiratis may benefit from work-type opportunities, which to the authors’ knowledge has not been explored previously.

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Section: Discussionmentioning

confidence: 99%

Section: Emirati University Studentsmentioning

confidence: 99%

Undergraduate teaching assistantships: exploring career readiness and relationality among Emirati students

Patka

Bukhash

Jogia

et al. 2021

HESWBL

View full text Add to dashboard Cite

show abstract

“…This in-class experience which focuses on the presence of classroom stakeholdersunderscorestheimportanceofculture-socialandclassroom-onstudentbehavior. (James&Shammas,2018;Raven,2011)AccordingtoJamesandShammas(2005,thereisalso atraditionofrotelearningandmemorization,andafocusonhigh-stakestestingandgradesinthe UAE.SeveralstudiesshowthatmotivationcontinuestobeanissueinUAEuniversityclassrooms (Sonleitner & Khalifa, 2005;James & Shammas, 2018). James and Shammas (2018)…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE

Eppard

Rodjan-Helder

Baroudi

et al. 2021

International Journal of Virtual and Personal Learning Environments

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This exploratory case study investigates the use of flipped learning in a second language classroom at a university in the United Arab Emirates (UAE). Flipped learning was researched as a possible teaching/learning strategy for this population. As this study was exploratory, a case study was chosen as the research method. Students in one class participated in the flipped learning approach for one semester. Results were triangulated through students' test scores, interviews with participants, and teacher reflections. The data showed that flipped learning was viewed positively in terms of self-efficacy, leaner autonomy, a resource for an introduction to the concept and for review. However, participants clearly indicated that flipped learning should not replace the integral role of the teacher. Finally, implications in terms of the use of the flipped learning approach in English language classes are discussed as well as recommendations for future studies.

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“…One of the challenges that most teachers faced during the social distancing imposed during the COVID-19 pandemic led to the deprivation of students from being educated according to usual collaborative learning practices. Another challenge I faced during the COVID-19 pandemic was the technological development over the past few years and young students' frequent use of technology while showing boredom with traditional learning methods [1]. This raises an important question: Is it possible to use advanced electronic applications and devices and technology skills [2] to serve collaborative learning?…”

mentioning

confidence: 99%

The Effect of Using iPad Apps in Developing Components of Cooperative Learning Among Students During the COVID-19 Pandemic

Alktebi

2023

Int. J. Emerg. Technol. Learn.

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The purpose of this research is to investigate the effects of iPad use in the enhancement of structure and factors of interactional education among students during the COVID-19 pandemic. In this respect, the educational community that emphasized using interactional traditional methods imposed social distancing due to rapid global changes in recent years and the COVID-19 pandemic. This directly affected the traditional educational methods, and many students were deprived of the positive effects of interactional education. For all the aspects of education to achieve their goals, electronic applications were used in education to fully accomplish the results of public education and specifically achieve interactional training. Modern studies and investigations recommend following scientific methods about the effects of technology, in general, and iPad applications, in particular. We investigated the consequences of learning from peer groups and interactional education. The results showed that students prefer interactional and cooperative learning to individual education. Finally, it is important to study the effect of using iPad applications in improving and updating educational interactional resources for students. In this research, we try to answer the question What is the effect of electronic applications on the improvement of interactional educational lessons among students during the COVID-19 pandemic? We studied the ways that students had access to the iPad during the course and the effectiveness of the resulting education as well as the reasons for what was or was not effective.

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Teacher care and motivation: a new narrative for teachers in the Arab Gulf

Cited by 7 publications

References 25 publications

Undergraduate teaching assistantships: exploring career readiness and relationality among Emirati students

Undergraduate teaching assistantships: exploring career readiness and relationality among Emirati students

Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE

The Effect of Using iPad Apps in Developing Components of Cooperative Learning Among Students During the COVID-19 Pandemic

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