Preparing University Teachers for Times of Uncertainty: The Role of a Transnational Pedagogical-Development Training in Palestinian Higher Education

Autor/inn/en	Aldahdouh, Tahani Z.; Holubek, Vesna; Korhonen, Vesa; Abou-dagga, Sanaa; Al-Masri, Nazmi
Titel	Preparing University Teachers for Times of Uncertainty: The Role of a Transnational Pedagogical-Development Training in Palestinian Higher Education
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 4, S.1011-1028 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldahdouh, Tahani Z.) ORCID (Holubek, Vesna) ORCID (Korhonen, Vesa) ORCID (Abou-dagga, Sanaa) ORCID (Al-Masri, Nazmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-05-2022-0146
Schlagwörter	Foreign Countries; College Faculty; Faculty Development; International Cooperation; Teaching Methods; Teacher Improvement; International Education; Teacher Attitudes; Teacher Effectiveness; Self Efficacy; Intercollegiate Cooperation; Palestine; Finland + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Internationale Kooperation; Internationale Zusammenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Internationale Erziehung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Hochschulkooperation; Palästina; Finnland
Abstract	Purpose: The aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context. Design/methodology/approach: An explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n = 119) and after (n = 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers. Findings: The quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process. Research limitations/implications: The design of the current research may have limited the authors' potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time. Practical implications: The research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings. Originality/value: The study adds to the relatively new literature on the perceived effect of transnational pedagogical training initiatives. This study's findings contribute to the body of knowledge related to pedagogical development in fragile and conflict-affected contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01