我们毫无头绪：未经冲突敏感教学法培训的约旦教师的心声

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-11-08 DOI:10.1016/j.tate.2024.104839

Radzuwan Ab Rashid , Hanan M.Madanat , Omar Ali Al-Smadi , Misrah Mohamed , Marwan Harb Alqaryouti , Umair Munir Hashmi , Raed Al Ramahi

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引用次数: 0

摘要

本研究探讨了约旦教师在没有接受过冲突敏感教学法正式培训的情况下，在以巴冲突中应对复杂教学的经验。通过深入访谈，提出了一些主题，揭示了教育工作者在受冲突影响的课堂上所面临的挑战、做法和观点。教师们认为约旦教师在冲突敏感教学法方面接受的正规培训非常有限，并对教育当局普遍表示失望。不过，他们表现出了积极主动的态度，试图将与战争有关的话题纳入课程，促进批判性媒体素养，培养和平表达。这项研究为今后的研究奠定了基础，以探索在受冲突影响的环境中切实可行的教学方法和支持机制。

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We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy

This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.