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Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice.

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Title: Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice.
Authors: Pherali, Tejendra1 (AUTHOR) t.pherali@ucl.ac.uk, Chan, Min Layi2 (AUTHOR), Charoensukaran, Wirachan2 (AUTHOR), Chase, Elaine1 (AUTHOR), Kennedy, Eileen1 (AUTHOR), Tyrosvoutis, Greg2 (AUTHOR), Witthaus, Gabi1 (AUTHOR), Laurillard, Diana1 (AUTHOR)
Source: Journal of Interactive Media in Education. 2025, Vol. 2025 Issue 1, p1-15. 15p.
Subject Terms: *Teacher development, *Psychological resilience, *Online education, Forced migration, Contextual analysis, Political refugees, Cooperation
Geographic Terms: Thailand, Myanmar, Lebanon
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interactive Media in Education is the property of Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Pedagogical Approaches to Teacher Professional Development in Contexts of Mass Displacement: An Agenda for Research and Practice.
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  Data: <searchLink fieldCode="AR" term="%22Pherali%2C+Tejendra%22">Pherali, Tejendra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> t.pherali@ucl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Chan%2C+Min+Layi%22">Chan, Min Layi</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Charoensukaran%2C+Wirachan%22">Charoensukaran, Wirachan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chase%2C+Elaine%22">Chase, Elaine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kennedy%2C+Eileen%22">Kennedy, Eileen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tyrosvoutis%2C+Greg%22">Tyrosvoutis, Greg</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Witthaus%2C+Gabi%22">Witthaus, Gabi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Laurillard%2C+Diana%22">Laurillard, Diana</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interactive+Media+in+Education%22">Journal of Interactive Media in Education</searchLink>. 2025, Vol. 2025 Issue 1, p1-15. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Forced+migration%22">Forced migration</searchLink><br /><searchLink fieldCode="DE" term="%22Contextual+analysis%22">Contextual analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Political+refugees%22">Political refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Journal of Interactive Media in Education is the property of Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190586064
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        Text: English
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        PageCount: 15
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    Subjects:
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Psychological resilience
        Type: general
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Forced migration
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      – SubjectFull: Contextual analysis
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      – SubjectFull: Political refugees
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      – SubjectFull: Cooperation
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      – SubjectFull: Thailand
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      – SubjectFull: Myanmar
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      – SubjectFull: Lebanon
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              Text: 2025
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