Teacher Education in Egypt Post–Arab Spring: A Naturalistic Case Study

• In Event: International Perspectives on Social Justice in Teacher Education

Abstract

On January 25, 2011, demonstrations occupied all Egypt streets as part of Arab Spring. People clamored for democracy and social justice. Due to the clashes, schools closed temporarily. Teachers found difficulty to meet the challenges of teaching the proposed curriculum at this critical political juncture. We developed four research questions: (a) How do teachers perceive teachers’ preparation in Egypt before and after Arab Spring?, (b) How did economic deterioration in Egypt influence teachers’ preparation?, (c) What do schools and MOE do to motivate teachers post Arab Spring?, and (d) What are teachers’ expectations for teacher preparation? Six teacher leaders were interviewed. It is found that teachers are pessimistic toward the revolution and the current situation of teacher preparation.

Authors

• Nahed Abdelrahman, Texas A&M University

• Beverly J. Irby, Texas A&M University - College Station

• Zohreh R. Eslami, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University

• Fuhui Tong, Texas A&M University - College Station