Challenges faced by teachers in the implementation of Agile pedagogy among Grade 12 students in a Dubai public school and leadership practices that could support Agile teaching
Loading...
Authors
Nikleva, Silviya Ivanova
Issue Date
2023
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Arab Emirates
Abstract
Background: This study explores the challenges faced by Grade 12 teachers in implementing Agile teaching methodologies in a Bedouin school in the United Arab Emirates (UAE). The existing literature highlights the benefits of Agile teaching in promoting lifelong learning, collaboration, and critical thinking skills among students. However, there is limited research on the specific challenges faced by teachers in implementing Agile teaching in the UAE context.
Aims: The aim of this study is to identify the challenges faced by Grade 12 teachers in implementing Agile teaching methodologies and to provide recommendations for leaders to support teachers in overcoming these challenges. The study also aims to explore the perceptions of school leaders and teachers regarding the effectiveness of Agile teaching in meeting the demands of the 21st-century education system.
Methods: Semi-structured interviews were conducted with 15 participants, including school leaders and teachers. The interviews were designed to elicit qualitative responses and explore the participants' perspectives on the knowledge, relevancy, and relatability of Agile teaching, as well as the challenges and recommendations for its implementation. Thematic analysis was used to analyze the interview data and identify common themes and patterns.
Findings: The findings of the study reveal several challenges faced by Grade 12 teachers in implementing Agile teaching methodologies. These challenges include limited time, inflexible curricula, lack of leadership support, limited professional training, cultural influences, and the need for clearly outlined objectives and coherence across departments. The study also highlights the importance of professional learning communities (PLCs) and the benefits of self-reflection and peer reflection for teachers, and the need for clearly outlined objectives and coherence across school departments to ensure a cohesive implementation of Agile teaching practices.
Implications: The findings of this study have implications for educational leaders and policymakers in the UAE. The study suggests that curriculum adjustments should be made to accommodate Agile teaching methodologies and provide teachers with more flexibility. It also emphasizes the importance of leadership support, regular meetings, and the establishment of professional learning communities to facilitate the implementation of Agile teaching. The study recommends training programs to raise awareness about the benefits of Agile teaching among school leaders, teachers, students, and parents.
Aims: The aim of this study is to identify the challenges faced by Grade 12 teachers in implementing Agile teaching methodologies and to provide recommendations for leaders to support teachers in overcoming these challenges. The study also aims to explore the perceptions of school leaders and teachers regarding the effectiveness of Agile teaching in meeting the demands of the 21st-century education system.
Methods: Semi-structured interviews were conducted with 15 participants, including school leaders and teachers. The interviews were designed to elicit qualitative responses and explore the participants' perspectives on the knowledge, relevancy, and relatability of Agile teaching, as well as the challenges and recommendations for its implementation. Thematic analysis was used to analyze the interview data and identify common themes and patterns.
Findings: The findings of the study reveal several challenges faced by Grade 12 teachers in implementing Agile teaching methodologies. These challenges include limited time, inflexible curricula, lack of leadership support, limited professional training, cultural influences, and the need for clearly outlined objectives and coherence across departments. The study also highlights the importance of professional learning communities (PLCs) and the benefits of self-reflection and peer reflection for teachers, and the need for clearly outlined objectives and coherence across school departments to ensure a cohesive implementation of Agile teaching practices.
Implications: The findings of this study have implications for educational leaders and policymakers in the UAE. The study suggests that curriculum adjustments should be made to accommodate Agile teaching methodologies and provide teachers with more flexibility. It also emphasizes the importance of leadership support, regular meetings, and the establishment of professional learning communities to facilitate the implementation of Agile teaching. The study recommends training programs to raise awareness about the benefits of Agile teaching among school leaders, teachers, students, and parents.
Description
Keywords (free text)
Bedouin school , lifelong learning , Agile pedagogy , student-centred learning , school leadership