Case Study

A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement

Published by
University College London, Lebanese American University
Authored by
Dr. Elaine Chase, Dr. Eileen Kennedy, Professor Diana Laurillard, Dr. Mai Abu Moghli, Dr. Tejendra Pherali, Dr. Maha Shuayb
Published
Topic(s)
Teachers - Professional Development
Forced Displacement

This case study was collected as part of Teachers in Crisis Contexts (TiCC) Roundtable to share compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.  For more case studies, click here.


 

Building on previous experience of creating blended learning sessions, we collaboratively designed the course by conducting participatory workshops with stakeholders. Curricular materials were produced drawing upon empirical data and filming teachers in their own settings, demonstrating effective practices. Teachers from the community became teacher-educators via MOOC. The rich video resources and collaborative activities designed encouraged other teachers to test new ideas in their own educational spaces.

We worked with teachers at different phases: from February to May 2018, we conducted several codesigning workshops in Beirut and Biqa’a to identify teachers’ needs, scout locations for filming, and develop the initial design of the training course. In August 2018, we conducted a two-day workshop with 12 education specialists working at the Ministry of Education, UN agencies, NGOs, academia and CBOs to operationalise the content, structure, and design of the training course. Once the content and structure of the course were finalised collaboratively, we produced and launched the MOOC in English and Arabic in June 2019.