Malmö University Publications
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  • 1.
    Chaaban, Youmen
    et al.
    Qatar Univ, Coll Educ, Educ Res Ctr, Doha 2713, Qatar..
    Du, Xiangyun
    Aalborg Univ, Aalborg UNESCO Ctr PBL, Dept Planning, DK-9220 Aalborg, Denmark..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Abu-Tineh, Abdullah
    Qatar Univ, Coll Educ, Educ Sci Dept, Doha 2713, Qatar..
    Education Stakeholders' Viewpoints about an ESD Competency Framework: Q Methodology Research2023In: Sustainability, E-ISSN 2071-1050, Vol. 15, no 3, article id 1787Article in journal (Refereed)
    Abstract [en]

    Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.

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  • 2.
    Chaaban, Youmen
    et al.
    Educational Research Center, College of Education, Qatar University, P.O. Box 2713, Al Jamiaa St, Doha, Qatar.
    Sawalhi, Rania
    Qatar Career Development Center, in Qatar Foundation.
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Middle leaders’ sensemaking of their leadership practices in response to educational disruption: A Q-methodology study2023In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440Article in journal (Refereed)
    Abstract [en]

    Middle leaders were required to navigate the complexities of educational disruption and respond to internal and external demands throughout the pandemic. This shifting educational context necessitated a sensemaking process to better understand and act on the issues which gave rise to ambiguities in their school environment. This study investigated the sensemaking processes employed by 27 middle leaders from 20 government schools in Qatar, at a time when COVID- related restrictions had been lifted and face-to-face learning had resumed. To collect and analyze data, Q-methodology was applied. A 34-statement Q-sample was developed based on a proposed conceptual framework of sensemaking during times of disruption which included three dimen- sions: intrapersonal, relational, and institutional. Q-factor analysis revealed two significantly differ- ent viewpoints regarding how participants enacted certain practices in response to educational disruption. These were (1) sensemaking as a relational endeavor and (2) sensemaking as an agentic endeavor. The two viewpoints differed in sources of sensemaking and its mechanisms. Sensemaking offered a useful theoretical construct as it revealed middle leaders’ perceptions and enactments, and their struggles in maintaining a balance between structure and agency. The study has implica- tions for middle leadership policy and practices in times of educational disruption and beyond, with its distinctive methodological and contextual contributions. 

  • 3.
    Du, Xiangyun
    et al.
    Aalborg Univ, Aalborg Ctr Problem Based Learning Engn Sci & Sus, UNESCO Dept Planning, DK-9220 Aalborg, Denmark.;Aalborg Univ, Inst Adv Study PBL, DK-9220 Aalborg, Denmark..
    Guerra, Aida
    Aalborg Univ, Aalborg Ctr Problem Based Learning Engn Sci & Sus, UNESCO Dept Planning, DK-9220 Aalborg, Denmark.;Aalborg Univ, Inst Adv Study PBL, DK-9220 Aalborg, Denmark..
    Norgaard, Bente
    Aalborg Univ, Aalborg Ctr Problem Based Learning Engn Sci & Sus, UNESCO Dept Planning, DK-9220 Aalborg, Denmark.;Aalborg Univ, Inst Adv Study PBL, DK-9220 Aalborg, Denmark..
    Chaaban, Youmen
    Qatar Univ, Coll Educ, Educ Res Ctr, Doha 2713, Qatar..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Lyngdorf, Niels Erik Ruan
    Aalborg Univ, Aalborg Ctr Problem Based Learning Engn Sci & Sus, UNESCO Dept Planning, DK-9220 Aalborg, Denmark.;Aalborg Univ, Inst Adv Study PBL, DK-9220 Aalborg, Denmark..
    University Teachers' Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program2022In: Sustainability, E-ISSN 2071-1050, Vol. 14, no 19, article id 12079Article in journal (Refereed)
    Abstract [en]

    This study investigated university teachers' perspectives on their change readiness to implement education for sustainable development (ESD) through their participation in a problem-based learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a systems-thinking approach to change readiness literature and proposed a four-dimensional conceptual framework, including intrapersonal, relational, and environmental dimensions. Q methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four significantly different viewpoints emerged among the 25 participants regarding what they considered most important for their change readiness towards ESD, namely (1) improvement of teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning to practice, and (4) student learning engagement and professional practice. Revealing a complex and interrelated connection between the four dimensions of change readiness, these results also observed university teachers' expression of learning gains and engagement in prospective change. Nevertheless, such change readiness was mainly within their micro teaching practice environment, with little anticipation of commitment to a wider institutional scale of change. Such restrictions on their change readiness were attributed to constrained institutional conditions and supports for long-term improvement. Results of the study suggested that it is essential to facilitate both individual awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher education (HE). In this regard, both systemic and systematic professional learning activities are recommended.

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    fulltext
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