Fostering Teacher Agency Through Participatory Professional Development in Lebanon
An Action Research Study Integrating Coding, Making, and Peer Assessment
DOI:
https://doi.org/10.31686/ijier.vol14.iss1.4289Keywords:
agency, professional development, action-research, peer assessment, coding, making, participatoryAbstract
In the face of educational disruptions in Lebanon, this action-oriented research explores how a participatory professional development (PD) carefully designed around knowledge-building pedagogy can foster educator agency and ignite system wide pedagogical innovation. The study examines the engagement of 10 teachers as part of the Coding, Making and Research Initiative (CAMRI) engaging 50 public schools. The professional development integrated knowledge building pedagogy in coding (Coder-Maker), peer assessment (peer Scholar) and STEAM+H learning. Using a systems thinking lens and guided by self-determination and diffusion of innovation theories, the research employed a mixed-methods approach to document shifts in teacher confidence, student motivation, and instructional practice. Teachers participated voluntarily, reflecting a strong commitment to transformation despite contextual adversity. This paper presents actionable insights for policymakers and educators aiming to embed innovation into entrenched systems through participatory professional learning.
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