Trajectories of Teacher Professional Development in Integrating Digital Humanities and Decolonial Multimodal Pedagogy

Abstract

The paper discusses how digital humanities (DH) and decolonial museum practice may be included in teacher development and training, focusing on their potential to transform education. The issue that is being solved is the fact that educators struggle to adjust to these new methods and continue to instruct using conventional teaching techniques and having limited resources available. The study employs qualitative research design, which includes the use of case study and semi-structured interviews of teachers that have undergone DH and decolonial training programs. Classroom observations and document analysis are also used in the data collection. The results show that, although, in the first training, the basics are offered, continuous support and cooperation are required in the successful implementation of these practices. The problems identified by teachers included the lack of resources to use technology and the unwillingness to alter the traditional pedagogies. Nevertheless, the collaboration among educators, DH experts, and museum professionals can be an effective solution in terms of opportunities. The suggestions are to invest in life-long professional growth, promote peer learning, and emphasize the diversity of opinions during the curriculum design. The paper ends by recommending that future studies should be done to understand the long-term effects of these practices on student achievement and teacher retention, and how DH and decolonial practices can be used to enhance social justice and equity in education. This study proposes the idea of an inclusive and culturally aware system of education, encouraging teachers, administrators and policymakers to work together in developing more creative and equitable learning systems.