Document Type
Article
Source of Publication
Gulf Education and Social Policy Review (GESPR)
Publication Date
1-31-2022
Abstract
Arabic language curriculum has been undergoing reforms across the Arab world to improve Arab students’ acquisition of their mother tongue. Reform initiatives including internationally funded projects have been aimed recently at reforming and modernizing the teaching and learning of the Arabic language. Many Arab countries have adopted a standards-based instruction model. However, there is a lack of vision regarding how this model can be successfully implemented at a national level. This article examines how standards-based curricular mandates have been translated into practice and how teachers perceive implementing the standards-based Arabic curriculum in public schools in Abu Dhabi. The study employs qualitative purposeful sampling and an exploratory methodology to collect experiences of Arabic teachers who implemented the curriculum from 2010 to 2017. The findings of the study uncover the main characteristics, successes, and challenges of the standards-based teaching model as perceived by teachers. The findings also display a consensus for implementing the standards-based Arabic curriculum among teachers. Additionally, the findings show that the educational model requires intense professional development that is rigorous, continuous and collaborative, mentorship and coaching in the classroom, integrated reformative efforts to change ineffective pedagogical practices and capacity building in the UAE.
DOI Link
Publisher
Knowledge E
Disciplines
Education
Keywords
Arabic curriculum, Educational reform, Standards-based curriculum, Teacher views, United Arab Emirates
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Alhashmi, Mariam; Taha-Thomure, Hanada; and Almazroui, Karima, "Arabic Language Teachers’ Perceptions of a Standards-based Educational Reform in the UAE" (2022). All Works. 4863.
https://zuscholars.zu.ac.ae/works/4863
Indexed in Scopus
no
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series