Need for Teachers' Professional Development in a Low-Resource Context During and After COVID-19

Rahman, Shajedur; Siddik, Mohammad Abu Bakar

doi:10.4018/ijtepd.295547

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…The curriculum for teacher education and CPD training programmes needs to include issues like teachers' challenges related to pedagogy, curriculum implementation, content delivery, integration of technology and students' assessment, etc. [160]. In addition to content and technological knowledge, pedagogical content knowledge (PCK) should also be given importance during teacher education and CPD programmes.…”

Section: Teacher's Pedagogical Understandingmentioning

confidence: 99%

Participatory Pedagogical Approaches in Higher Education: Understanding from the Practices in Bangladesh, the UK and the USA

Mahruf C. Shohel,

Ashrafuzzaman,

Ahmed

et al. 2024

Education and Human Development

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Participatory pedagogical approaches stand as the core driving force behind transforming individual student’s learning journeys into more active, enjoyable, and effective ones. Participatory pedagogy motivates students to participate willingly and actively in their learning and to take ownership of their educational journey. This shift in pedagogy impacts students’ enrolment, progress, and retention. The relevance of this shift from teacher-led to student-led practices became particularly evident during the COVID-19 pandemic, which substantially challenged the traditional roles of teachers and students for the first time in recent years, placing teachers aside and allowing students to take agency over their learning. Given this reality, this chapter explores the main facets of participatory pedagogies. It discusses diverse emerging pedagogical approaches being used at the higher education level in the contexts of Bangladesh, the UK, and the USA to develop an understanding of the best practices. This chapter also highlights the process of co-creating knowledge with students during their learning journeys at higher education institutions. After analysing the related literature, it is apparent that incorporating participatory pedagogies into educational practices provides opportunities to nurture teachers’ and students’ critical thinking, creativity, collaboration, communication, problem-solving abilities and lifelong learning. Furthermore, participatory approaches empower individuals to contribute actively to their learning communities.

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Section: Teacher's Pedagogical Understandingmentioning

confidence: 99%

Participatory Pedagogical Approaches in Higher Education: Understanding from the Practices in Bangladesh, the UK and the USA

Mahruf C. Shohel,

Ashrafuzzaman,

Ahmed

et al. 2024

Education and Human Development

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Educational Strategies During COVID-19 Lockdowns Among Black Students in Low- and Middle-Income Countries

Chiya,

Mudau

2023

Advances in Educational Marketing, Administration, and Leadership

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The historic disruption of the Coronavirus pandemic affected the educational system worldwide. This chapter aims to map the evidence of the implementation of education sector strategies during the coronavirus pandemic and its effect on the marginalised Black student. A systematic scoping review was conducted. Data were gleaned through searches on databases Pubmed; EBSCO host; google scholar, Sabinet; Cochrane library, and grey literature Only articles published in English between January 2020 to October 2022 were included in the study. A total of 22 records met inclusion criteria and were assessed for quality using the MMAT tool checklist; with key themes including exacerbation of the digital divide; support needs for students and teacher's professional development and the need for a flexible multi-pronged approach. Findings revealed the disproportionate effect of coronavirus on marginalised students, which highlights the continuum of inequality that continue to take place affecting the marginalised.

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Teachers' Professional Development in the Emergency Contexts

Shohel,

Rashedujjaman,

Sofin

et al. 2024

Advances in Educational Marketing, Administration, and Leadership

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This book chapter explores the critical role of professional development in equipping teachers to navigate the challenges and barriers of emergency contexts. It focuses specifically on the resilience exhibited by teachers in teaching the Rohingya refugees in Bangladesh. The Rohingya refugee crisis, characterised by forced displacement and limited access to education, presents unique challenges and barriers for both teachers and students. Drawing upon secondary sources and theoretical frameworks, this chapter unpacks the various dimensions of teachers' professional development for both the Rohingya and the host community teachers in such adverse circumstances in refugee camps in Bangladesh. It highlights the adaptive strategies employed by the Cox's Bazar Education Sector and the teachers themselves to enhance their pedagogical skills, foster socio-emotional well-being, and address the diverse needs of the Rohingya learners. Furthermore, the chapter analyses the organisational support systems, policies, and interventions aimed at promoting teacher resilience and effectiveness in emergency settings.

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Need for Teachers' Professional Development in a Low-Resource Context During and After COVID-19

Cited by 3 publications

References 22 publications

Participatory Pedagogical Approaches in Higher Education: Understanding from the Practices in Bangladesh, the UK and the USA

Participatory Pedagogical Approaches in Higher Education: Understanding from the Practices in Bangladesh, the UK and the USA

Educational Strategies During COVID-19 Lockdowns Among Black Students in Low- and Middle-Income Countries

Teachers' Professional Development in the Emergency Contexts

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