Construction of Teaching and Learning Cultures in Transnational Pedagogical Development: Discourses Among Palestinian University Instructors

Preparing university teachers for times of uncertainty: the role of a transnational pedagogical-development training in Palestinian higher education

“…The provision of PDT for university teachers in the form of TNE is not standard practice and is fairly under-researched (Allen, 2014). Previous studies on educational-development initiatives implemented through TNE cooperation (Allen, 2014;Bovill et al, 2015;Jordan et al, 2014) have addressed the cultural transferability of educational practices and have stressed the importance of the context in which the transnational activities are implemented (Holubek et al, 2022). In other words, to make learning relevant for the participants, the contents and methods of TNE must be developed based on the needs and common practices of the host HEI in its institutional, sociocultural, political and economic context.…”

“…, 2015; Jordan et al. , 2014) have addressed the cultural transferability of educational practices and have stressed the importance of the context in which the transnational activities are implemented (Holubek et al. , 2022).…”

“…PDT term is often used interchangeably with "faculty development", or "academic development" and is defined as a training that focuses on improving pedagogical competencies and academic teaching capacity of university staff members. Transnational PDT refers to training programmes that have been designed and implemented as part of transnational cooperation between two partner higher education institutions (HEIs) operating in two different countries; the sending and host countries (Holubek et al, 2022). In practice, university teachers from the host country participate in a PDT taught by educators from the sending country.…”