Development of online teaching expertise in fragile and conflict-affected contexts

Aldahdouh, T. Z., Al-Masri, N., Abou-Dagga, S. and AlDahdouh, A. (2024) Development of online teaching expertise in fragile and conflict-affected contexts. Frontiers in Education, 8, 1242285. (doi: 10.3389/feduc.2023.1242285)

Abstract

What we know about the development of online teaching expertise during the COVID-19 pandemic is scarce. Current research has concentrated primarily on the obstacles encountered by university teachers, leaving a significant gap in our understanding of the strategies they employ not only to survive but to flourish in online teaching. Furthermore, there is a significant bias toward Western perspectives in existing research and it remains unclear whether Western theories of expertise development are relevant in deprived, fragile, and conflict-affected contexts. The current study set out to explore how university teachers developed their online teaching expertise during the COVID-19 pandemic in the Palestinian context. Narrative episode interviews were conducted with 16 university teachers working at a Palestinian higher education institution in Gaza city. Thematic analysis revealed five themes of online teaching expertise development: domain, mechanisms, motives, consequences, and emotions. Implications for practitioners and administrators are discussed together with future research directions.

• Item Type: Articles
• Additional Information: This research was funded by the Finnish Cultural Foundation. Grant number: 00211287.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Al-Masri, Dr Nazmi

Creator Roles

Al-Masri, N.: Conceptualization

• Authors: Aldahdouh, T. Z., Al-Masri, N., Abou-Dagga, S., and AlDahdouh, A.
• College/School: College of Social Sciences > School of Education
• Journal Name: Frontiers in Education
• Publisher: Frontiers Media
• ISSN: 2504-284X
• ISSN (Online): 2504-284X
• Copyright Holders: Copyright © 2024 Aldahdouh, Al-Masri, Abou-Dagga and AlDahdouh
• First Published: First published in Frontiers Media 8:1242285
• Publisher Policy: Reproduced under a creative commons licence