Egyptian Teachers Perspectives on the use of multiple intelligence theory in their educational and cultural context
Date
2013-08-01
Authors
El-Bilawi, Nora H.
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Abstract
In this dissertation research I explored Egyptian English as a Foreign Language (EFL) teachers' perspectives on the implementation of Gardner's (1999) multiple intelligences (MI) theory in private language schools at the primary level. Teachers' perspectives were studied within the frame of the educational reform that the Egyptian Ministry of Education (MOE) proposed in its National Strategic Plan of 2007 in which MI was included. Through my cultural approach, I assumed that the Egyptian culture might have an influence on Egyptian teachers' views and practices of MI. As a constructivist, I viewed teachers as creators of their own educational realities through their daily life and in their teaching pedagogies. The goal of this research was to discover if there were challenges and/or opportunities to implementing MI in Egyptian private schools and in EFL. I found that Egyptian EFL teachers value the use of MI in their lessons to create more active learning environments. However, teachers believe they lack the complete knowledge and tools to integrate MI in their daily lessons due to lack of training. They also expressed concerns about the challenges they face as a result of the schooling culture and system within the Egyptian context that put teachers as the only center of change. I propose the need for a paradigm shift to implement practical changes toward educational reform in Egypt. This study may advocate for changes to the way educational leaders apply MI cross culturally.
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Bilingual education, Curriculum development, Centralized education, Educational reform, Multiple intelligences, Professional development, Schooling culture, Teachers perspectives