Teacher perceptions of curriculum change in the bilingual reform programs in government schools in the United Arab Emirates: an Interpretative Phenomenological Analysis

Abstract

This thesis explores teacher perceptions of change in the bilingual reform projects in government schools since 2008 in the United Arab Emirates (UAE). The aim was to uncover themes in the teacher experience of those directly implementing the bilingual program in government schools in the UAE, in order to inform practice and ultimately improve the support for teachers within the reform process, so that they may be more effective in their teaching and learning objectives. Using a constructivist, phenomenological approach, the study employed a qualitative interpretative analysis of interview data from the three participants to investigate their lived experiences in relation to rapid, 'top-down' (government) curriculum change. Semi-structured interviews were conducted with three teachers involved in the bilingual reform programs in UAE government schools to provide rich accounts of their authentic lived experiences. The interview data were analyzed using an Interpretative Phenomenological Analytical (IPA) approach to identify themes regarding their perceptions of the change process in the bilingual reform project. The results showed that three superordinate themes arose related to how the participants' experienced curriculum change in the bilingual program: level of teacher agency; quality of ongoing professional learning opportunities; and concerns about the role of Arabic language in relation to Emirati identity. From the insights gained through the interviews, recommendations are made for how sustainable reform may be supported in the current, and future bilingual education projects. This research contributes to limited original knowledge in the UAE bilingual reform project, through exploring teachers' perceptions, responses and receptivity to curriculum change. The study will help education policy makers develop appropriate professional learning activities to support the rapid reforms taking place in UAE government schools, and has the potential to usefully inform development and implementation of bilingual education programs in wider contexts.