Full 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.Notes
Related PublicationsThesis title
Issued: 2018-02-05
Date Submitted : 2018-02-05
Data time period:
2015-09-01 to 2016-09-01
Subjects
160301 Assessment, development and evaluation of curriculum |
Applied Linguistics and Educational Linguistics |
Applied Linguistics and Educational Linguistics |
Assessment and Evaluation of Curriculum |
Curriculum |
Curriculum and Pedagogy |
Curriculum and Pedagogy |
Education |
Education |
Education and Training |
Expanding Knowledge |
Expanding Knowledge |
Expanding Knowledge |
Expanding Knowledge in Education |
Expanding Knowledge |
Expanding Knowledge in Indigenous Studies |
Expanding Knowledge in Education |
Language, Communication and Culture |
Language, Communication and Culture |
Linguistics |
Lote, Esl and Tesol Curriculum and Pedagogy (Excl. Māori) |
Lote, Esl and Tesol Curriculum and Pedagogy |
Linguistics |
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Other Information
local : 2018. Teacher perceptions of curriculum change in the bilingual reform programs in government schools in the United Arab Emirates: an Interpretative Phenomenological Analysis El Gamal, Glenda,Morgan, Anne-Marie,Nye, Adele Submitter: Balnaves Edmund Identifier: hdl:1959.11/23335
Identifiers
- Handle : 1959.11/23329
- Local : une:1959.11/23329