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Article
Publication date: 27 July 2021

Youmen Chaaban, Abdellatif Sellami, Rania Sawalhi and Marwa Elkhouly

This study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.

Abstract

Purpose

This study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.

Design/methodology/approach

Narrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three university supervisors and five specialists working at the Ministry of Education in Qatar.

Findings

Narrative analysis of the interviews revealed variations in their identity renegotiations, with one group experiencing an emerging pracademic identity and the other group “holding on” to their previous practitioner identities. The narratives further provided insight into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills and (3) relationships with others, all of which pertain to pracademic identity construction.

Originality/value

The study contributes to understanding the identity renegotiation of pracademics working in multiple contexts in an Arab setting. Several recommendations are offered to support pracademics' identity renegotiation as a social activity.

Details

Journal of Professional Capital and Community, vol. 7 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 31 December 2019

Youmen Chaaban and Rania Sawalhi

The purpose of this paper is to explore the nature of student teachers’ development as teacher leaders during a 12-week practicum experience at Qatari government schools.

Abstract

Purpose

The purpose of this paper is to explore the nature of student teachers’ development as teacher leaders during a 12-week practicum experience at Qatari government schools.

Design/methodology/approach

The investigation involved a qualitative research methodology entailing multiple data generation methods, including pre/post interviews, weekly journals, mid- and post-reflective essays, classroom observations and multiple assignments. Data analysis was carried out using deductive and inductive methods, by adapting the conceptual framework of teacher leadership practices, identity and views, but allowing for new analytical themes to emerge.

Findings

Upon initiating leadership practices, two pathways to leadership development were revealed, mediated by the presence or absence of supportive factors. Both pathways, however, led to the development of divergent teacher leadership identities and varying views toward teacher leadership.

Originality/value

The study includes implications for the design of initial teacher preparation programs designed to prepare student teachers as teacher leaders.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 11 December 2023

Youmen Chaaban and Rania Sawalhi

As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries around the world, witnessed a succession of disruptions to the way it operated. The…

Abstract

As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries around the world, witnessed a succession of disruptions to the way it operated. The disruption continued throughout much of 2020, and the need to adapt to arising changes and concerns permeated all aspects of teacher education, particularly the practicum experience. The chapter presents our attempt to investigate the influence of an adapted practicum experience which was based on the synthesis of qualitative evidence (SQD) model on the development of six student teachers’ technology knowledge and skills. Using a qualitative case study research design, we collected data from multiple data sources, including pre–post-interviews and weekly reflection logs. Quantitative data collected from a pre–post-administration of the SQD survey and TPACK (Technological Pedagogical and Content Knowledge)-practical survey were used to triangulate the qualitative data. Findings from the thematic analysis and descriptive statistical analysis revealed evidence for participants’ increased TPACK-practical knowledge and skills, specifically in the domains of practical teaching and curriculum design. However, an emerging theme revealed that participants considered technology before pedagogy during instructional design. Findings also revealed two challenges to participants’ further development, namely working within a restricted learning environment and experiencing limited mentoring opportunities. We illustrated several implications for the design of the practicum experience and the required institutional support within the context of continued disruption to education and thereafter.

Details

Higher Education in Emergencies: Best Practices and Benchmarking
Type: Book
ISBN: 978-1-80117-379-7

Keywords

Book part
Publication date: 11 December 2023

Enakshi Sengupta

Education in an emergency refers to the accessibility of education among populations that have faced an unforeseen situation in their home country resulting in disruption of their…

Abstract

Education in an emergency refers to the accessibility of education among populations that have faced an unforeseen situation in their home country resulting in disruption of their normal lives, including the deterioration of the educational system prevalent in that country. Emergency typically arises from armed conflict or natural disasters. The world has been disrupted by more than 50 armed conflicts since the World War. In recent times, the entire world came to a halt due to the COVID-19 pandemic, which in severely disrupted the prevalent education system. Emergency also affects the economic system of a country, and higher educational institution (HEI) struggles due to lack of funds. Lack of funds and other educational resources, as well as lack of physical security or environmental disasters, lead to a sudden halt in the educational system, throwing students into limbo. The book volume discusses how curriculum needs to be adaptive and collaborate with stakeholders to formulate a teaching learning method that is cognizant of the latest technologies and scientific discoveries. Several interventions have been successfully implemented across the globe and have been discussed in chapters contributed by well-known academics working in the arena of imparting education that is resilient and can deliver quality education in times of crisis.

Details

Higher Education in Emergencies: Best Practices and Benchmarking
Type: Book
ISBN: 978-1-80117-379-7

Keywords

Abstract

Details

Journal of Professional Capital and Community, vol. 7 no. 1
Type: Research Article
ISSN: 2056-9548

Content available
Book part
Publication date: 11 December 2023

Abstract

Details

Higher Education in Emergencies: Best Practices and Benchmarking
Type: Book
ISBN: 978-1-80117-379-7

Book part
Publication date: 11 December 2023

Abstract

Details

Higher Education in Emergencies: Best Practices and Benchmarking
Type: Book
ISBN: 978-1-80117-379-7

Content available

Abstract

Details

Journal of Professional Capital and Community, vol. 7 no. 1
Type: Research Article
ISSN: 2056-9548

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