Pakistani Teacher-Educator Professional Learning through an International Blended Course

Resource type
Journal Article
Authors/contributors
Title
Pakistani Teacher-Educator Professional Learning through an International Blended Course
Abstract
International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators' technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today's environment of international globalization.
Publication
Open Praxis
Volume
11
Issue
2
Pages
157-166
Date
2019/00/00
Language
en
ISSN
2304-070X
Accessed
01/12/2020, 10:41
Library Catalogue
ERIC
Extra
Publisher: International Council for Open and Distance Education
Citation
Impedovo, M. A., & Malik, S. K. (2019). Pakistani Teacher-Educator Professional Learning through an International Blended Course. Open Praxis, 11(2), 157–166. https://doi.org/10.5944/openpraxis.11.2.928