Changing classroom practice in science and mathematics lessons in Egypt : inhibitors and opportunities

Abstract

Egyptian science and mathematics teachers self-report shows that examinations are viewed as the dominant factor inhibiting changes to classroom practice. Although future reforms need to be focused on examinations, the analysis presented here suggests such work needs to be accompanied by changes to textbooks and classroom resources. As inhibitors to change are also located in students and their parents another task is helping them to reconsider what counts as education. The evidence comes from a postal survey of Egyptian science and mathematics teachers following their twelve week in-service programmes in the UK.