Changes in teachers perceptions of the HOTS-based instruction

This section highlights a variety of issues related to the positive changes that have occurred as a result of in-service training, which teachers received before implementing the intervention, and the process of intervention.

a) An impact of the in-service training at personal level

Teachers opined that the participation in the in-service course was considered an interesting and meaningful experience. An analysis of the interview and documentary data demonstrated that in-

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service training and the implementation of the HOTS programme guidelines had an impact not only on teachers’ perception and use of instructional methods, but also contributed to their personal growth, as it is shown in the following extract.

I believe that the knowledge we obtained in the course and the intervention practices had a positive impact on me, both at the professional and personal levels.... It was good to me because I believe I began to think in a more organized way (Interview with the social work teacher).

b) Understanding the necessity of a systematic use of thinking strategies for developing students’ HOTS.

All the teachers reported that the knowledge acquired through the training programme helped them better understand how thinking strategies can be used in facilitating thinking processes and in developing metacognitive thinking in students. Extracts below show teachers’ acknowledgement of the usefulness of thinking guides of different kinds.

I believe that using thinking organizers was good for my thinking as well (teacher smiles). I believe that it helped me to think more systematically and act in a more organized way (Focus group interview).

Before moving forward in our project, we used a problem solving scheme that I introduced in previous lessons. By doing so, we could discuss technical issues in a more systematic way (Computer science teacher’s report).

d) A better comprehension of the interrelation of the HOT affective and cognitive dimensions All the teachers stated that studying under the training programme and implementing the intervention made them better understand the relationship between the affective and cognitive dimensions of HOTS and the necessity to educate independent, fair minded thinkers. The importance was acknowledged of teaching Arab students to not accept or reject beliefs they do not understand, but to orient their cognitive skills toward critical reflection on the issues and problems

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they encounter. Teachers emphasised the need of making students aware of the connection between intellectual and moral virtues in critical thinking.

In fact, we have to be analytical about everything around us. Each of us can fall prey to manipulation by propaganda and demagoguery. To avoid this, we need to be reflective to be able to discern between what is right and what is wrong (Interview with the technical education teacher).

I tell my students that very smart people do much evil in many ways, but they are punished somehow, someday. We need to instill moral virtues in our students and persuade them to use their knowledge to be socially responsible people (Focus group interview).

c) Understanding the necessity of adjusting to the student-centered classroom environment All the teachers reported that they had to adjust themselves to the learning environment, which was more student-centered, and to the role of the teacher as a facilitator of learning. They also acknowledged that they learned to act as discussion facilitators rather than instructors who ask questions and guide students’ answers.

We were taught in the course on how lead the discussion smoothly, allow for everyone's ideas to be heard and respected, and many other things. But the most important aspect, which I believe was most difficult to us, was not to pressure the participant into a decision (Interview with the teacher of Hebrew).

Teachers also noted that it was the first year when they used brainstorming in their instructional practices. Four out of the ten teachers interviewed reported that they had to adjust to the idea that the teacher could exercise his/her authority through collaborative and reflective relationships with students, instead of using authoritarian educational methods.

At the beginning, students were challenged by following the rules of discussion. I felt like an inexperienced orchestra conductor who tried to unify different musicians …. (The social work teacher’s report).

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I was brought up with the idea that one should not tend to challenge the superior or authority, and teacher’s domination in the classroom was undisputed. But times are changing. The parental authority is getting eroded. The ability to think independently is required at many workplaces.” The teacher continued, smiling: “Sometimes, I felt that when I encouraged students to pose more questions and to openly voice their views, my authority was crumbling (Interview with the history teacher).

It can be concluded from the data obtained from teachers that studying under the in-service training programme and implementing the intervention caused significant changes in their perceptions of instructional methods. According to teachers’ opinions, some aspects can be considered particularly important in the context of Arab school culture. Those are the belief that students should use their cognitive skills toward critical reflection on the issues and problems they encounter and that they need to think objectively about opposing views, and be loyal to the ideas of different peoples and societies. Teachers noticed that they had to reflect on their beliefs, try to think objectively about opposing views, and be loyal to the ideas of different peoples and societies. Another important factor was understanding that teachers should be facilitators of learning instead of dispensers of knowledge.