GHEA21 Open Educational Resources

Document Type

Case Study

Publication Date

Summer 6-9-2026

Abstract

This paper summarizes research on the impact of the Master of Arts in Teaching (MAT) program at Al-Quds Bard College, which since 2009 has trained more than 600 Palestinian K-12 teachers working across the West Bank and reaching over 120,000 students, many in disadvantaged communities. Supported in part by the Education Above All foundation, the program combines educational theory, discipline-based knowledge, classroom research, and reflective practice, requiring in-service teachers to experiment with new teaching approaches in their own classrooms. Multiple studies reviewed in the paper show that MAT graduates adopt more student-centered pedagogies—such as backward design, inquiry-based learning, and collaborative instruction—moving away from traditional rote teaching and improving student engagement and critical thinking. Evidence also suggests positive effects on student outcomes, including statistically significant gains in mathematics performance. Beyond classroom practice, many graduates have moved into leadership roles such as principals and administrators, spreading practices like action research, reflective teaching, and collaborative school culture. The research further highlights teachers’ thoughtful integration of educational technology and AI tools to support assessment while maintaining ethical and pedagogical balance. Overall, the studies indicate that the MAT program is producing transformative changes in teaching practices, school leadership, and educational culture across Palestinian schools, though the authors note that additional research is needed to measure long-term impacts on student learning and broader educational reform.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License

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