Examining Social Political Contexts in Teacher Preparation in Palestine

Source: Teaching Education, Volume 24, Issue 4, 2013, pages 427-446.

This research explores teaching English as a foreign language in the West Bank, Palestine.

The study investigates the perspectives of a group of faculty, preservice, and in-service teachers about teaching and learning English in the primary grades under the overarching harsh realities of political conflict and instability.

The study demonstrates the importance of addressing socio-political contexts to make teaching meaningful and to set pedagogical strategies that correspond to the context of the students in teacher preparation programs.