Initiating and exploring digital transformations in teacher education in Palestine
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AbstractDigital technologies are heralded as enabling affordances for active and student-centered learning, with self-determination and self-efficacy as corresponding qualities arising from modern pedagogical concepts. Critical affordances of social technologies and social pedagogies include collaboration between individuals, and enhanced agency, as students become empowered to act upon the world through technologically-enabled forms of communication and participation. This chapter outlines an Erasmus+ collaboration between UK, German, Turkish and Palestinian Higher Education Institutes working on a project of digitally transforming pedagogical practices in departments teaching the Learning of English as a Foreign Language (TEFL) through partnerships and in-country workshops. Inherent to this collaborative project was the notion that the Palestinian context and the preservation and celebration of Palestinian culture, identity and indigenous knowledge systems were unique and necessary for renewed pedagogical practices, stimulated from within a teacher education culture situated in values. The chapter explores the barriers and opportunities implicit in utilizing mobile technologies and their associated pedagogic applications among Higher Education TEFL teachers in Palestine. It concludes by arguing for new concepts of praxis that place social justice at the core of Teacher Education, based on what has been learnt from this unique project and context against a backdrop of perpetual disruption.
CitationScott, H., Bakeer, A. and Ujvari, M.M. (2023) Initiating and exploring digital transformations in teacher education in Palestine, in Hohaus, P. & Heeren, J-F. (eds.) The Future of teacher education: Innovations across pedagogies, technologies and societies. Leiden: Brill, pp. 228–252.
TypeChapter in book
DescriptionThis is an accepted manuscript of a chapter published by Brill in The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies edited by Pascal Hohaus and Jan-Friso Heeren, available online: https://doi.org/10.1163/9789004678545_010 For re-use please see the publisher's terms and conditions.
Series/Report no.Advances in Innovation Education, 7