- Title
- The perspectives of primary mathematics teachers towards the flipped classroom and their professional development requirements
- Creator
- Algabl, Abdullah Mubarak
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2024
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- The Saudi Arabian education system has undergone significant reforms in recent decades to modernise and align with international standards. One of the critical reform initiatives was the introduction of new mathematics and science curriculum standards developed by McGraw Hill Education. This study investigates the knowledge and perspectives of primary mathematics teachers towards Flipped Classrooms within the context of their perceptions of the extent of their need for associated professional development in adopting new technologies and learning approaches. Using a mixed-methods approach, a survey (n=153) assessed teachers' technological, pedagogical, and content knowledge confidence levels. This was followed by semi-structured interviews (n=15) exploring Flipped Classroom knowledge and attitudes to professional development. The study found that teachers rated themselves highest in Pedagogical Knowledge (PK) and Content Knowledge (CK), but lower in Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK). Teachers expressed a strong desire to develop their professional knowledge and skills related to implementing Flipped Classrooms and other new instructional approaches. However, adequate support structures were identified as crucial for enabling active teacher participation. The findings of this study contribute to the under-researched area of ICT integration in Saudi Arabian primary schools by generating empirical insights into primary mathematics teachers' preparedness and attitudes. It advances the understanding that can bridge the gap between policy ambitions and on-ground classroom realities about technology-enabled teaching and learning. The study's recommendations can inform policymakers' decisions regarding teacher training and resource allocation to successfully implement technology-based teaching approaches on a broader scale. Focusing the research on the Aljouf region will also help highlight context-specific Professional Development Needs of teachers in a less developed part of Saudi Arabia. In addition to the above findings, the study also revealed that teachers have a strong interest in professional development activities that focus on the theoretical foundations and instructional implications of new ICT-supported teaching approaches, specifically the Flipped Classroom Model. Teachers recognised the potential benefits of flipped learning, such as heightened active learning, peer collaboration, and teacher-student interaction. However, there was a gap between familiarity and implementation of flipped teaching, with only a small percentage of teachers having directly implemented it in their classrooms. The study also highlighted the importance of administrative support and technology resources in enabling professional development participation for teachers. Teachers emphasised that reasonable workloads, scheduling flexibility, access to instructional coaches and mentors, and customised training opportunities are vital facets of supportive leadership that encourage their development. Furthermore, providing educational technology resources and tutorials was identified as an essential component empowering teachers to explore innovative tools and pedagogies. Overall, the findings of this study underscore the need for targeted professional development initiatives to build robust conceptual understanding and practical skills in implementing Flipped Classrooms among Saudi primary mathematics teachers. By addressing the identified gaps in knowledge and attitudes, policymakers and education leaders can create a supportive environment for teachers to effectively integrate technology-enabled teaching methods and enhance student learning outcomes.
- Subject
- primary teachers; mathematics; flipped classroom; professional development; Saudi Arabia
- Identifier
- http://hdl.handle.net/1959.13/1510543
- Identifier
- uon:56425
- Rights
- Copyright 2024 Abdullah Mubarak Algabl
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 1 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 237 KB | Adobe Acrobat PDF | View Details Download |