Hayam Mohammed

Professional Meetings



As teacher educators, we all tend to do all what it takes to be good ones who make a difference in students’ lives. All the trendy practices that we ourselves may have not enjoyed when we were in college, became everyday common methods in teaching. They range from collaboration and differentiated instruction to scaffolding and technology integration. But we still end up with a class where only few students could make an analogy and relative reasoning. Sometimes, it seems like the more we offer, the less we get. In a rapid changing world, students’ agency and personalized learning might be de facto key features of what goes beyond practice and Vygotsky’s Zone of Proximal Development; praxis. Praxis is the theory, originated by the Brazilian educator and theorist Paulo Freire. Praxis could be summed up as 'informed action' of emancipatory cognitive interest, it is the process of taking action in practice whilst acting within a theoretical framework of thought. In other words, engaging the student, not simply as active receiver of knowledge, but rather as an active creator of knowledge. Through problem-posing education where praxis takes place in a world of interaction, we stop being “banking” educators who address pseudo-problems.