Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice
Educational providers frequently respond to learning disruptions encountered by refugees, internally displaced persons, and migrant communities through online platforms. Learning modules in these digital spaces are often remotely designed, prescriptive and lack full appreciation of challenging circu...
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| Format: | Article |
| Language: | English |
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Ubiquity Press
2025-03-01
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| Series: | Journal of Interactive Media in Education |
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| Online Access: | https://account.jime.open.ac.uk/index.php/up-j-jime/article/view/885 |
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| author | Tejendra Pherali Min Layi Chan Wirachan Charoensukaran Elaine Chase Eileen Kennedy Greg Tyrosvoutis Gabi Witthaus Diana Laurillard |
| author_facet | Tejendra Pherali Min Layi Chan Wirachan Charoensukaran Elaine Chase Eileen Kennedy Greg Tyrosvoutis Gabi Witthaus Diana Laurillard |
| author_sort | Tejendra Pherali |
| collection | DOAJ |
| description | Educational providers frequently respond to learning disruptions encountered by refugees, internally displaced persons, and migrant communities through online platforms. Learning modules in these digital spaces are often remotely designed, prescriptive and lack full appreciation of challenging circumstances faced by teachers and learners. To sustain meaningful learning in conflict and crisis, the crucial role of teachers cannot be overestimated. Drawing on research into teacher professional development (TPD) through Co-designed Massive Open Online Collaborations (CoMOOCs) in Lebanon, which have global reach, we critique decontextualised and rigid approaches to TPD and highlight the importance of enabling local solutions through dialogue and collaboration with refugee educators. We argue for working from local needs, trialling and harnessing local solutions, and sharing these methods and outcomes globally so that others can consider their relevance and adapt them to their own contexts. We illustrate this approach through presenting our current work with teachers of refugees and migrants from Myanmar now in Thailand, highlighting the research agenda and potential of CoMOOCs to support TPD in this context by: 1) supporting teachers to collaborate with peers in similar contexts; 2) understanding how scholars in the Global North can help facilitate South-South collaborations through global online learning infrastructures; 3) addressing linguistic barriers for teachers learning in online environments; and 4) planning teacher certification to recognise their pedagogical knowledge and skills. The paper describes our “Theory of Change” for widening access to quality tertiary education through TPD in contexts of mass displacement, thereby fostering hope, empowerment, and resilience in the face of adversity. |
| format | Article |
| id | doaj-art-42854c93d2ab4a3f8bbe455bc6862c1d |
| institution | OA Journals |
| issn | 1365-893X |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Journal of Interactive Media in Education |
| spelling | doaj-art-42854c93d2ab4a3f8bbe455bc6862c1d2025-08-20T02:17:28ZengUbiquity PressJournal of Interactive Media in Education1365-893X2025-03-01202517710.5334/jime.885840Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and PracticeTejendra Pherali0https://orcid.org/0000-0003-2691-732XMin Layi Chan1https://orcid.org/0009-0003-4514-725XWirachan Charoensukaran2https://orcid.org/0009-0005-4243-9171Elaine Chase3https://orcid.org/0000-0003-4840-2810Eileen Kennedy4https://orcid.org/0000-0002-0963-9041Greg Tyrosvoutis5https://orcid.org/0000-0003-2869-5724Gabi Witthaus6https://orcid.org/0000-0002-3608-1266Diana Laurillard7https://orcid.org/0000-0002-8675-5660IOE-UCL’s Faculty of Education and SocietyTeacherFOCUS, The Inclusive Education Foundation, MyanmarTeacherFOCUS, The Inclusive Education Foundation, MyanmarIOE-UCL’s Faculty of Education and SocietyIOE-UCL’s Faculty of Education and SocietyTeacherFOCUS, The Inclusive Education Foundation, MyanmarIOE-UCL’s Faculty of Education and SocietyIOE-UCL’s Faculty of Education and SocietyEducational providers frequently respond to learning disruptions encountered by refugees, internally displaced persons, and migrant communities through online platforms. Learning modules in these digital spaces are often remotely designed, prescriptive and lack full appreciation of challenging circumstances faced by teachers and learners. To sustain meaningful learning in conflict and crisis, the crucial role of teachers cannot be overestimated. Drawing on research into teacher professional development (TPD) through Co-designed Massive Open Online Collaborations (CoMOOCs) in Lebanon, which have global reach, we critique decontextualised and rigid approaches to TPD and highlight the importance of enabling local solutions through dialogue and collaboration with refugee educators. We argue for working from local needs, trialling and harnessing local solutions, and sharing these methods and outcomes globally so that others can consider their relevance and adapt them to their own contexts. We illustrate this approach through presenting our current work with teachers of refugees and migrants from Myanmar now in Thailand, highlighting the research agenda and potential of CoMOOCs to support TPD in this context by: 1) supporting teachers to collaborate with peers in similar contexts; 2) understanding how scholars in the Global North can help facilitate South-South collaborations through global online learning infrastructures; 3) addressing linguistic barriers for teachers learning in online environments; and 4) planning teacher certification to recognise their pedagogical knowledge and skills. The paper describes our “Theory of Change” for widening access to quality tertiary education through TPD in contexts of mass displacement, thereby fostering hope, empowerment, and resilience in the face of adversity.https://account.jime.open.ac.uk/index.php/up-j-jime/article/view/885teacher professional developmentprotracted crisiscomoocsdialogical approachco-designrefugees |
| spellingShingle | Tejendra Pherali Min Layi Chan Wirachan Charoensukaran Elaine Chase Eileen Kennedy Greg Tyrosvoutis Gabi Witthaus Diana Laurillard Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice Journal of Interactive Media in Education teacher professional development protracted crisis comoocs dialogical approach co-design refugees |
| title | Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice |
| title_full | Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice |
| title_fullStr | Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice |
| title_full_unstemmed | Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice |
| title_short | Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice |
| title_sort | pedagogical approaches to teacher professional development in contexts of mass displacement an agenda for research and practice |
| topic | teacher professional development protracted crisis comoocs dialogical approach co-design refugees |
| url | https://account.jime.open.ac.uk/index.php/up-j-jime/article/view/885 |
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