الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 91
(30) Al-Thani, H., Chaaban, Y., & Du, X. (2022). Reconceptualizing teacher education in Qatar:
A complex dynamic systems approach. In Khine, M. S (Ed.) Handbook of Research on Teacher
Education: Pedagogical Innovations and Practices in the Middle East, 395-410. Springer: London.
. ﺣﺼﮫ آل ﺛﺎﻧﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(31) Chaaban, Y., Al-Thani, H., & Du, X. (2021). A narrative inquiry of teacher educators’
professional agency amid educational disruption. Teaching and Teacher Education, 108, 103522.
https://doi.org/10.1016/j.tate.2021.103522
Employing a narrative inquiry, the study explored the way nine teacher educators responded
temporally to the emotionally-laden challenges faced during the disruption to education caused by
the COVID-19 pandemic, with a focus on their enactment of professional agency and renegotiation
of their identities. Findings revealed seven conflicting themes located within personal, relational,
and contextual spaces. Emotional experiences were further found to direct the dynamic forms of
agency enacted, and consequently the consolidation or dismissal of renegotiated identities. The
study concludes with the need to support teacher educators’ professional agency as a resource for
transformative changes and innovations in teacher education.
(32) Al-Thani, H., Chaaban, Y., Du, X. (2022). Teacher educators’ simplex systems in
navigating the process of responding to disruptive education – A case from Qatar. Research in
Post-Compulsory Education, 27(2), 242-266. https://doi.org/10.1080/13596748.2022.2042907
.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د ﺣﺼﮫ آل ﺛﺎﻧﻲ
(33) Yamak, M. & Chaaban, Y. (2020). Capitalizing on professional capital in Lebanese schools
post-pandemic. International Journal of Educational Research Open, 3, 100125.
https://doi.org/10.1016/j.ijedro.2022.10012.
The purpose of the present study was to explore professional capital in Lebanese public and private
schools during the transition to online learning, in order to identify lessons that can be applied as
teachers and administrators face the transition to a post-pandemic environment. Using a qualitative
design, semi-structured interviews were conducted with two teachers and one administrator at each
of three public and three private schools in Lebanon. The data were analysed using the constant
comparative model. Findings revealed the importance of readiness, the process of becoming ready,
the role of the lead administrator and parents, having flexibility in decision-making, and allowing
collective responsibility in decision-making. Practical implications were then discussed to support
in the transition back to in-class learning.
(34) Arar, K., Sawalhi, R., Chaaban, Y., Alhouti, I., & Zohri, A. (2021). School leaders’
perspectives towards leading during crisis through an ecological lens: A comparison of five Arab
countries. Journal of Educational Administration and History, 54(2), 123-142.
https://doi.org/10.1080/00220620.2021.1957793
This qualitative study compared school leaders’ perspectives towards their leadership practices in
times of emergency caused by the COVID-19 pandemic. A total of twenty-seven school leaders
from public and private schools across five Arab countries (Kuwait, Lebanon, Morocco, Palestine,
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
