Author: Fahad Inad H Alanazi
Alanazi, Fahad Inad H, 2024 Investigating the Constructivist Dilemmas of Saudi Teachers Working with Students with Learning Difficulties , Flinders University, College of Education, Psychology and Social Work
Terms of Use: This electronic version is (or will be) made publicly available by Flinders University in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. You may use this material for uses permitted under the Copyright Act 1968. If you are the owner of any included third party copyright material and/or you believe that any material has been made available without permission of the copyright owner please contact copyright@flinders.edu.au with the details.
ABSTRACT
This research project examined dilemmas Saudi teachers encounter while applying constructivist aligned teaching approaches to support students with learning difficulties. Despite the highlighting of Saudi Arabia's educational reforms on inclusive practices and student-centred learning, teachers face dilemmas in effectively applying constructivist aligned approaches in diverse learners' classrooms. This project is focused on the philosophical, pedagogical, cultural, and political dilemmas Saudi educators encounter when establishing a constructivist aligned learning environment. It is based on Windschitl's (2002) work on constructivist dilemmas. The lived experiences of Saudi educators and contextual elements influencing their instructional decision-making are examined in this qualitative study. The findings have shown that Saudi teachers face a variety of interconnected dilemmas: conceptual dilemmas in fully understanding and enacting student-centred principles, pedagogical dilemmas in designing engaging, differentiated curricula and managing constructivist aligned classrooms. Cultural dilemmas around negotiating societal norms and religious values, and political dilemmas emanating from institutional constraints, resource limitations, and resistance to educational change. Thus, the research contributes to the limited research on inclusive practices aligned with constructivist theory in Saudi Arabia and informs teacher professional development, programs, and policy reforms supporting students with learning difficulties. This exploration of teachers' dilemmas may support the design of contextualised strategies that enhance teaching quality to improve student learning outcomes consistent with inclusive practices and student-centred learning.
Keywords: Constructivist aligned approaches, Learning difficulties, Constructivist teaching, Constructivist teaching in saudi arabia, Windschitl, students with learning difficulties, inclusive education
Subject: Education thesis
Thesis type: Graduate Diploma
Completed: 2024
School: College of Education, Psychology and Social Work
Supervisor: Professor, Shane Pill