About this paper

Appears in:
Page: 5237 (abstract only)
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.2266

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain


R. Surkhi

AlQuds Bard College- AlQuds University (PALESTINIAN TERRITORY)
This study is designed to explore Palestinian teachers’ beliefs and understanding of what ‘genuine learning’ is. Each year the AlQuds Bard Master of Arts in Teaching Program admits a cohort of approximately 70 in-service teachers. This two-year program aims at qualifying teachers to effectively implement student-centered learning and reflective practice in the classroom. These objectives are reached via the following activities: intensive studies in the disciplines with a key goal of helping teachers become practitioners who understand the construction of knowledge in their respective fields; completion of an academic research project (ARP) in the subject area that serves as a model for learning designs in school classrooms; advanced studies in critical areas of education, like recent cognitive research on instruction and learning, connected directly to the daily practice of teaching; completion of a classroom research project (CRP) that engages teachers in the use of student work as data to drive instructional design and practices; working in a community of practice that reinforces learning, building a model of collaboration that sustains professional growth and reflective practice beyond the life of the graduate program. At the start of their two-year journey, teachers are enrolled in an intensive three-week course which focuses on teaching, genuine learning, and how the mind works. Day-to-day activities provoke reflections and questions on their experiences as learners and teachers . This study will be an exploration of the impact of this course on their beliefs and understandings of teaching and learning. Data is collected from their reflections and self-reported surveys administered before and after this course. Findings demonstrate that the majority of teachers have ‘fixed mindsets with some growth ideas’ and a few have growth mindsets with some fixed ideas. Moreover, their understanding of students-centered learning is greatly focused on increased enjoyment in the classroom but with limited understanding of genuine learning.
author = {Surkhi, R.},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.2266},
url = {https://dx.doi.org/10.21125/iceri.2016.2266},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {5237}}
AU - R. Surkhi
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.2266
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 5237
EP - 5237
ER -
R. Surkhi (2016) PALESTINIAN TEACHERS: WHAT IS LEARNING?, ICERI2016 Proceedings, p. 5237.