Pedagogical Training in Kurdistan: A Critical Analysis of Present Challenges
DOI:
https://doi.org/10.61166/amd.v3i1.97Keywords:
Pedagogical Training, Kurdistan Region, Educational Reform, Pedagogical Challenges, Assessment for LearningAbstract
This study focuses on the institutional and structural pedagogical barriers exacerbating the inefficiency of teacher training programs in the Kurdistan Region of Iraq. With attempts to reform policies and improve pedagogical advances, the system remains stagnant due to perpetual underfunding, outdated syllabi, excessive student numbers in classrooms, poorly supervised teaching practice placements, and inadequate evaluation processes. Further, the study addresses gaps in credentialing systems, pedagogical frameworks not tailored to local cultures, and a pervasive deficiency of pedagogy experts. This paper seeks to portray the systemic barriers to adequate teacher preparation using a qualitative, interpretive methodology based on empirical observation and policy scrutiny. It advocates for contextually differentiated pedagogical changes that adapt to the local structural context while recognizing the framework. Enhancing prior learning assessments and instructional delivery also has relevance. Emphasizing the need to reform education strategies not based on borrowed frameworks will position the regions and global debates on the education gap issues in the educational context of the proposed findings.
References
Abdulrahman, B. S. (2019). Kurdish EFL student teachers’ practicum experience: Some basic challenges. Journal of University of Human Development, 5(1), 71–75.
Ahmed, H. M., Alkhateeb, N. E., Shabila, N. P., & Ahmad, A. A. (2024). Research practice, satisfaction, motivation, and challenges among university academics in Kurdistan Region of Iraq. PLOS ONE, 19(4).https://doi.org/10.1371/journal.pone.0302540
Ahmed, R. N. (2022). Investigating the challenges Kurdish EFL teachers face in teaching English listening-speaking skills at public universities in the Kurdistan region of Iraq. Journal of Kurdistani for Strategic Studies, 12, 45–60.
Awrahman, B. J., Aziz, C. F., & Wakil, K. (2023). Challenges and opportunities in integrating ICT into teaching and learning: A study of higher educational institutions in Iraqi Kurdistan. Indonesian Journal of Curriculum and Educational Technology Studies, 11(1), 17–26.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413. https://doi.org/10.1080/02602930600679050
Chaudhry, R. (2023). Enhancing the teaching practicum: Overcoming challenges and empowering cooperating teachers. [PDF file]. Retrieved from https://www.researchgate.net/publication/390314543
Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19(1), 5–28. https://doi.org/10.1016/S0742-051X(02)00091-4
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5–6), 523–545. https://doi.org/10.1016/S0742-051X(00)00015-9
Education International. (2022, October 25). Iraq: Teacher training is critical for quality education for all and the status of the profession. https://www.ei-ie.org/en/item/28213
Education International. (2023, June 7). Advancing teacher education in Iraqi Kurdistan: Building a better pedagogy.https://www.ei-ie.org/en/item/28686
Eggen, P., & Kauchak, D. (2012). Educational psychology: Windows on classrooms (9th ed.). Pearson.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.
Garrison, J., & Neiman, A. (2003). Pragmatism and education. In The Blackwell guide to the philosophy of education(pp. 19–37).
Ghafar, Z. N., Sawalmeh, M. H., & Mohamedamin, A. A. (2023). Impact of Communicative Language Teaching Method on students’ speaking and listening skills: A review article. International Journal of Linguistics, Literature and Translation, 6(1), 54–60. https://doi.org/10.32996/ijllt.2023.6.1.8
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
HAMK Global Education. (2022, November 14). Modernising teacher education and higher education in Kurdistan as part of a reform. https://blog.hamk.fi/global-education
Hamasaid, H. H., & Saheb, B. (2020). Challenges experienced by Kurdish EFL student-teachers during their teaching practicum. International Journal of Innovation, Creativity and Change, 12(12), 153–169. https://www.researchgate.net/publication/354086477
Hussein, H. (2018). The quality of higher education in the Kurdistan Region of Iraq. ResearchGate.https://www.researchgate.net/publication/323299698
Ismail, S. A. (2019). Teacher Quality Improvement Policy Issue in Kurdistan Region-Iraq. 10th International Visible Conference on Educational Studies & Applied Linguistics.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3–4), 191–206.
Kozulin, A. (1990). Vygotsky's psychology: A biography of ideas. Harvard University Press.
Maringe, F., & Ojo, E. (2023). A framework for improving higher education teacher development and pedagogical practice in challenging contexts. International Journal for Teaching and Learning, 18(2).https://journals.assaf.org.za/index.php/ijtl/article/view/20529
Mohammad, Z. H., & Al-Azzawi, M. B. (2024). Kurdish EFL student teachers’ perceptions towards their school-based teaching practice course. Humanities Journal of University of Zakho, 12(1), 171–183. https://doi.org/10.26436/hjuoz.2024.12.1.1265
Negassa, T., & Engdasew, Z. (2017). The Impacts and Challenges of Pedagogical Skills Improvement Program at Adama Science and Technology University. International Journal of Instruction, 10(4), 19–38.
Noriey, I. (2022). A critical evaluation of the existing pedagogical dimensions in higher education in KRI. Koya University Journal of Humanities and Social Sciences, 5(1), 138–146. https://doi.org/10.14500/kujhss.v5n1y2022.pp138-146
OECD. (2013). Synergies for better learning: An international perspective on evaluation and assessment. OECD Publishing. https://doi.org/10.1787/9789264190658-en
OECD. (2019). Teacher professionalism: Teacher education for diversity. OECD Publishing. https://doi.org/10.1787/c9f0a2b4-en
Saeed, H. H. (2023). Shortcomings of the Kurdistan region’s education system after the reforms from 2007. QALAAI ZANIST JOURNAL, 8(4), 28–58.
Saeed, R. M., & Ahmed, S. H. (2019). The impact of overcrowded classrooms on the quality of education in Kurdish universities. Journal of Education and Practice, 10(21), 27–36.
Schwille, J., Dembélé, M., & Schubert, J. (2007). Global perspectives on teacher learning: Improving policy and practice. UNESCO IIEP.
Sharma, S., Devi, R., & Kumari, J. (2018). Pragmatism in education. International Journal of Engineering Technology Science and Research, 5(1), 1549–1554.
Silander, C., & Stigmar, M. (2023). What university teachers need to know—perceptions of course content in higher education pedagogical courses. International Journal for Academic Development, 28(1), 87–100.
Thorne, S. L., & Lantolf, J. P. (2006). A linguistics of communicative activity. Bilingual Education and Bilingualism, 62, 170.
Tope, M. A. B. (2023). Challenges, Coping Mechanism of Non-Specialized Teachers and Organizational Resiliency of Schools in the Division of Languna. International Journal of Research Publications, 126(1), 544–560.
UNIMED. (2021, February 2). Enhancing the capacity of the basic education faculties in Kurdistan. https://www.uni-med.net/news/enhancing-the-capacity-of-the-basic-education-faculties-in-kurdistan
UNESCO. (2016). Teacher policy development guide: Summary. United Nations Educational, Scientific and Cultural Organization.
UNESCO. (2024). The teachers we need for the education we want: The global imperative to reverse the teacher shortage. United Nations Educational, Scientific and Cultural Organization.
University of Raparin. (2024). Center for Pedagogical Training and Academic Development.https://www.raparinuni2024.org/en/divisions/center-for-pedagogical-training-and-academic-development
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Zhilwan Tahir, Reben Ramadhan Saleh, Shan Fadhil, Chovin Awat, Shakar Ibrahim
This work is licensed under a Creative Commons Attribution 4.0 International License.
