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Teacher perceptions of curriculum change in the bilingual reform programs in government schools in the United Arab Emirates: An interpretative phenomenological analysis

University of New England, Australia
Adele Nye (Aggregated by) Anne-Marie Morgan (Aggregated by) El Gamal Glenda (Managed by, Owned by) Gamal Glenda El (Aggregated by)
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=http://e-publications.une.edu.au/1959.11/23329&rft.title=Teacher perceptions of curriculum change in the bilingual reform programs in government schools in the United Arab Emirates: An interpretative phenomenological analysis&rft.identifier=http://e-publications.une.edu.au/1959.11/23329&rft.publisher=University of New England, Australia&rft.description=This thesis explores teacher perceptions of change in the bilingual reform projects in government schools since 2008 in the United Arab Emirates (UAE). Semi-structured interviews were conducted with three teachers involved in the bilingual reform programs in UAE government schools to provide rich accounts of their authentic lived experiences. The interview data were analyzed using an Interpretative Phenomenological Analytical approach. Results showed that three superordinate themes arose related to how the participants' experienced curriculum change in the bilingual program: teacher agency; quality of ongoing professional learning opportunities; and concerns about the role of Arabic language in relation to Emirati identity. &rft.creator=El Gamal Glenda&rft.date=2018&rft.coverage=United Arab Emirates&rft.coverage=northlimit=26.74814728549; southlimit=22.555771061963; westlimit=51.228088192642; eastLimit=56.809142880138; projection=WGS84&rft_rights=Reuse requires attribution.&rft_rights=CC BY: Attribution 3.0 AU http://creativecommons.org/licenses/by/3.0/au&rft_subject=Interpretative Phenomenological Analysis&rft_subject=IPA&rft_subject=Curriculum change&rft_subject=Bilingual reform program&rft_subject=Bilingual education&rft_subject=United Arab Emirates&rft_subject=UAE&rft_subject=Applied Linguistics and Educational Linguistics&rft_subject=LANGUAGE, COMMUNICATION AND CULTURE&rft_subject=LINGUISTICS&rft_subject=LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)&rft_subject=EDUCATION&rft_subject=CURRICULUM AND PEDAGOGY&rft_subject=EDUCATION AND TRAINING&rft_subject=Expanding Knowledge in Education&rft_subject=EXPANDING KNOWLEDGE&rft_subject=EXPANDING KNOWLEDGE&rft_subject=Strategic basic research&rft.type=dataset&rft.language=English Access the data

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University of New England

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This thesis explores teacher perceptions of change in the bilingual reform projects in government schools since 2008 in the United Arab Emirates (UAE). Semi-structured interviews were conducted with three teachers involved in the bilingual reform programs in UAE government schools to provide rich accounts of their authentic lived experiences. The interview data were analyzed using an Interpretative Phenomenological Analytical approach. Results showed that three superordinate themes arose related to how the participants' experienced curriculum change in the bilingual program: teacher agency; quality of ongoing professional learning opportunities; and concerns about the role of Arabic language in relation to Emirati identity.

Data time period: 09 2015 to 09 2016

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56.80914,26.74815 56.80914,22.55577 51.22809,22.55577 51.22809,26.74815 56.80914,26.74815

54.01861553639,24.651959173726

text: United Arab Emirates

Subjects
Applied Linguistics and Educational Linguistics | Bilingual education | Bilingual reform program | Curriculum and Pedagogy | Curriculum change | Education | Education and Training | Expanding Knowledge | Expanding Knowledge | Expanding Knowledge in Education | IPA | Interpretative Phenomenological Analysis | Language, Communication and Culture | Linguistics | Lote, Esl and Tesol Curriculum and Pedagogy (Excl. Māori) | Strategic basic research | UAE | United Arab Emirates |

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