Teachers and students' dispositions have a major influence towards the introduction of inquiry-based learning (IBL). In this study we present analysis of pre professional development interview data from teachers (n = 16) and student focus groups (n = 96) as part of a larger project to promote IBL in Qatari middle school mathematics and science classrooms. Teacher and student responses suggested contrasting perspectives related to stress factors and goal orientations. Implications of the findings suggest the need to consider teacher and student subjectivities in transforming teaching practice.

中文翻译：

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在卡塔尔科学和数学课堂引入探究式学习之前教师和学生的看法

教师和学生的性格对引入探究式学习 (IBL) 有重大影响。在这项研究中，我们对来自教师（n = 16）和学生焦点小组（n = 96）的专业发展前面试数据进行了分析，作为在卡塔尔中学数学和科学课堂中推广 IBL 的更大项目的一部分。教师和学生的反应表明与压力因素和目标取向相关的不同观点。研究结果的含义表明，在转变教学实践时需要考虑教师和学生的主体性。