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Exploring Lebanese Teachers’ Engagement in a Low-Cost, Technology-Enhanced, Problem-Solving, Orientated Learning Intervention with Refugee Children

Metni, Eliane; (2022) Exploring Lebanese Teachers’ Engagement in a Low-Cost, Technology-Enhanced, Problem-Solving, Orientated Learning Intervention with Refugee Children. Doctoral thesis (Ed.D), UCL (University College London). Green open access

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Abstract

The research explored what learning was fostered when 41 Lebanese teachers from 21 schools engaged in a low-cost, problem-oriented, technology-enhanced situated learning intervention with refugee children to understand teacher agency in practice within challenging contexts. The research is at the intersection of pedagogy, technology, curriculum, and teacher professional development, and explored a situated teacher professional development (TPD) intervention in the context of refugee education. The low-cost technologies utilised in the intervention share similarities with those used in maker-spaces and are taught within a pedagogical process rooted in knowledge-building in the real world. The research is informed by complexity thinking, socioconstructivist, and interpretivist epistemologies and underpinned by a conceptual framework drawing on Mezirow’s transformative theory and Habermas’s (1985) communicative action around teachers’ lifeworld (subjective, objective, and social) as a shared experience. Conversations around teachers’ lifeworld draw on Laurillard’s conversational framework to help teachers design projects through experiential and discursive conversations. Qualitative data was collected through interviews and observations which were analysed thematically using Pachler et al.’s ecological sociocultural framework. The research adopted an understanding of agency as situated, temporal, and rooted in teachers’ past, present, and projected future experiences, drawing on Gidden’s structuration theory. Teacher agency in practice appeared as ecological, temporal, complex, and intertwined in dialectic relationships around emergent knowledge-building pedagogy, between collective and individual dimensions in the situated intervention, and in actions driven by moral values, in school and in the community. The research revealed that situated transformative TPD models can be used even in challenging, post-conflict contexts and may contribute to generating contextually relevant solutions.

Type: Thesis (Doctoral)
Qualification: Ed.D
Title: Exploring Lebanese Teachers’ Engagement in a Low-Cost, Technology-Enhanced, Problem-Solving, Orientated Learning Intervention with Refugee Children
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10151196
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