Development of online teaching expertise in fragile and conflict-affected contexts

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Frontiers in Education Pub Date : 2024-01-08 DOI:10.3389/feduc.2023.1242285

Tahani Aldahdouh, N. Al-Masri, Sanaa Abou-dagga, Alaa AlDahdouh

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Abstract

What we know about the development of online teaching expertise during the COVID-19 pandemic is scarce. Current research has concentrated primarily on the obstacles encountered by university teachers, leaving a significant gap in our understanding of the strategies they employ not only to survive but to flourish in online teaching. Furthermore, there is a significant bias toward Western perspectives in existing research and it remains unclear whether Western theories of expertise development are relevant in deprived, fragile, and conflict-affected contexts. The current study set out to explore how university teachers developed their online teaching expertise during the COVID-19 pandemic in the Palestinian context. Narrative episode interviews were conducted with 16 university teachers working at a Palestinian higher education institution in Gaza city. Thematic analysis revealed five themes of online teaching expertise development: domain, mechanisms, motives, consequences, and emotions. Implications for practitioners and administrators are discussed together with future research directions.

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在脆弱和受冲突影响的环境中发展在线教学专长

我们对 COVID-19 大流行期间在线教学专业知识的发展所知甚少。目前的研究主要集中在大学教师所遇到的障碍上，对于他们在网络教学中不仅生存而且发展所采用的策略，我们的了解还有很大的差距。此外，现有研究明显偏向西方视角，而西方的专业知识发展理论是否适用于贫困、脆弱和受冲突影响的环境仍不清楚。本研究旨在探讨在 COVID-19 大流行期间，巴勒斯坦的大学教师是如何发展其在线教学专业知识的。研究人员对在加沙城一所巴勒斯坦高等教育机构工作的 16 名大学教师进行了叙述性访谈。主题分析揭示了在线教学专业知识发展的五个主题：领域、机制、动机、后果和情感。讨论了对从业者和管理者的启示以及未来的研究方向。

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