Pakistani Teacher-educator Professional Learning Through an International Blended Course

Maria Antonietta Impedovo, Sufiana Khatoon Malik

Abstract


International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators’ technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today’s environment of international globalization.


Keywords


Teacher-educator, Blended learning, International, Professional Learning, Design

Full Text:

HTML PDF XML

References


Ali, T. (2018). Raising teachers’ voices: an in-depth qualitative inquiry into teachers’ working conditions and professional development needs in Khyber Pakhtunkhwa, a province of Pakistan, Teacher Development, 22(1), 78–104. http://doi.org/10.1080/13664530.2017.1308432

Baran, E., Correia, A.-P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421–439. https://doi.org/10.1080/01587919.2011.610293

Bashiruddin, A. (2011). Learning and teaching of English in Pakistan: A narrative inquiry. LAP LAMBERT Academic Publishing.

Berry, A. (2007). Tensions in Teaching about Teaching. Understanding Practice as a Teacher Educator. Dordrecht: Springer.

Carlsen, A., Holmberg, C., Neghina, C., & Owusu-Boampong, A. (2016). Closing the gap: Opportunities for distance education to benefit adult learners in higher education. Hamburg, Germany: Unesco Institute for Lifelong Learning.

Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.

Consuegra, E., & Engels, N. (2016). Effects of professional development on teachers’ gendered feedback patterns, students’ misbehaviour and students’ sense of equity: Results from a one-year quasi-experimental study. British Educational Research Journal, 42(5) 1–24. https://doi.org/10.1002/berj.3238

Darling-Hammond, L., & Lieberman, A. (2012). Teacher Education around the World. New York: Routledge.

Desimone, L., & Garet, M. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252–263. https://doi.org/10.25115/psye.v7i3.515

Dilshad, S. R., Rehman, N. U., Ahmad, N., & Iqbal, A. (2010). Documentation of ethnoveterinary practices for mastitis in dairy animals in Pakistan. Pakistan Veterinary Journal, 30(3), 167–171. Retrieved from http://pvj.com.pk/pdf-files/30_3/167-171.pdf

European Commission (2013). Supporting Teacher Educators for Better Learning Outcomes. Brussels: European Commission.

Government of Pakistan - Federal Bureau of Statistics (1998). Pakistan Integrated Household Survey Round 2. Government of Pakistan.

Graham, C. R., Allen, S., & Ure, D. (2003). Blended Learning Environments: A Review of the Research Literature. Retrieved from http://msed.byu.edu/ipt/graham/vita/ble_litrev.pdf

Gruber, S. (2018). Designing Online Curriculum: Program Revisions and Knowledge Exchange. Open Praxis, 10(4), 423–431.

Hammersley, M. (2006). Ethnography: Problems and prospects. Ethnography and Education, 1(1), 3–14. https://doi.org/10.1080/17457820500512697

Hassan, T. U., & Sajid, A. R. (2012). ICTs in learning in Pakistan. International Journal of Evaluation and Research in Education (IJERE), 1(2), 51–60. Retrieved from http://www.iaesjournal.com/online/index.php/IJERE/article/view/1244

Halai, N. J., Begum, K., Niaz, B., Hussain, R., & Baig, T. (2018). Khyber Pakhtunkhwa’s Government and New Teacher Induction Policy: Is the Government in Harmony with National and International Trends in Teacher Education? Conference paper. ICBEM 2018.

Inamorato dos Santos, A., Punie, Y. & Castaño-Muñoz, J. (2016). Opening up Education: A support framework for higher education institutions. JRC science for policy report. Retrieved from http://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/opening--education-support-framework-higher-education-institutions.

Khamis, A., & Sammons, P. (2004). Development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268. https://doi.org/10.1016/j.ijedudev.2003.11.012

Kelchtermans, G., Smith, K., & Vanderlinde, R. (2018). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41(1), 120–134. https://doi.org/10.1080/02619768.2017.1372743

King, M., Luan, B., & Lopes, E. (2018). Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD). Open Praxis, 10(3), 279–287. http://dx.doi.org/10.5944/openpraxis.10.3.840

Lakkala, M., Toom, A., Ilomäki, L., Muukkkonen, H. (2015). Re-designing university courses to support collaborative knowledge creation practices. Australasian Journal of Educational Technology, 31(5). https://doi.org/10.14742/ajet.2526

Miller, D., & Slater, D. (2000). The Internet: An Ethnographic Approach. Oxford: Berg.

Mirza, M. (2005). Accreditation Standards and Procedures for Quality Assurance in Teacher Education. National Accreditation Council for Teacher Education. UNESCO.

Naylor, A., & Gibbs, J. (2018). Deep Learning: Enriching Teacher Training through Mobile Technology and International Collaboration. International Journal of Mobile and Blended Learning (IJMBL),10(1), 62–77. https://doi.org/10.4018/IJMBL.2018010105

Nerantzi, C. (2018). The design of an empirical cross-boundary collaborative open learning framework. Open Praxis, 10(4), 325–341. http://dx.doi.org/10.5944/openpraxis.10.4.907

Neuendorf, K. A. (2016). The content analysis guidebook. Sage.

OECD (2014). Reviews of Vocational Education and Training A Skills beyond School Review of South Africa. OECD Publishing.

Owston, R. (2018). Empowering Learners through Blended Learning. International Journal on E-Learning, 17(1), 65–83. Retrieved from https://www.learntechlib.org/p/177966/

Philipsen, B., Tondeur, J., Pynoo, B., Vanslambrouck, S., & Zhu, C. (2019). Examining lived experiences in a professional development program for online teaching: A hermeneutic phenomenological approach. Australasian Journal of Educational Technology, 35(5), 46–59. https://doi.org/10.14742/ajet.4469

Ritchie, L. (2018). Opening the Curriculum through Open Educational Practices: International experience. Open Praxis, 10(2), 201–208. http://dx.doi.org/10.5944/openpraxis.10.2.821

Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of teacher education, 61(4), 339–349. https://doi.org/10.1177%2F0022487110369555

Schuwer, R., Gil-Jaurena, I., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., … & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. The International Review of Research in Open and Distributed Learning, 16(6). https://doi.org/10.19173/irrodl.v16i6.2153

Snoek, M., Swennen, A., & van der Klink, M. (2011). The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators. Professional development in education, 37(5), 651–664. https://doi.org/10.1080/19415257.2011.616095

Spring, K., & Graham, C. (2017). Blended learning citation patterns and publication networks across seven worldwide regions. Australasian Journal of Educational Technology, 33(2). https://doi.org/10.14742/ajet.2632

Tham, R., & Tham, L. (2013). Challenges facing blended learning in higher education in Asia. International Journal on E-Learning, 12(2), 209–219.

Wilson, A. (2012). Effective professional development for e-learning: What do the managers think? British Journal of Educational Technology, 43(6), 829–900. https://doi.org/10.1111/j.1467-8535.2011.01248.x




DOI: http://dx.doi.org/10.5944/openpraxis.11.2.928

Refbacks

  • There are currently no refbacks.