Abstract
This study explores and explains teachers’ perceptions and practices in using a reflective practice model to teach STEM education in a blended learning environment. The study was conducted before the COVID-19 lockdown and continued after the quarantine till the end of the semester. The transformative learning and the experiential learning theories are used as combined conceptual frameworks to form a reflective practice model that guided this study. The participants are middle school teachers (n=18) in a private school in the United Arab Emirates UAE. A sequential mixed-method approach using quantitative and qualitative data was used. An online survey with closed-ended items was adopted to collect quantitative data from teachers. The qualitative data was collected through teachers’ semi-structured interviews using Zoom conference meeting. The study’s results reveal that teachers’ perceptions and practices about learning and skills needed in the future will be different from before COVID-19.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 17, Issue 2, February 2021, Article No: em1942
https://doi.org/10.29333/ejmste/9699
Publication date: 13 Feb 2021
Article Views: 3272
Article Downloads: 3073
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