مطلوب باحث- التعليم المراعي للصدمات النفسية

الوصف الوظيفي:
Al-Quds Bard College _ Request for Proposal (RFP)

Trauma-Informed Pedagogy in Fragile Contexts: The Role of MAT-Trained Teachers

Issued by: Al-Quds Bard College (AQB) in partnership with the Education Above All (EAA) Foundation
Submission Deadline: April 27, 2026
Project Start Date: May 20, 2026

Background
The Master of Arts in Teaching (MAT) program at Al-Quds Bard College (AQB), supported by the Education Above All (EAA) Foundation, is a graduate-level, in-service teacher education program designed to strengthen teaching practices in Palestine through innovative, inclusive, and student-centered pedagogy. The program emphasizes reflective practice, differentiated instruction, and classroom-based research, equipping educators with the skills and dispositions needed to address diverse learning needs and contribute to meaningful school and system-level improvement.

In fragile and conflict-affected contexts such as Palestine, students are frequently exposed to complex social, emotional, and psychological challenges. In response, this research study seeks to examine the role of MAT-trained teachers in supporting students affected by conflict and psychosocial stress, with a particular focus on trauma-informed pedagogical practices.

The study is expected to generate rigorous, evidence-based findings that contribute to the global academic literature on teacher education in fragile contexts, while also providing actionable insights to inform program development, educational practice, and policy. A key objective is the production of a high-quality peer-reviewed publication that advances both scholarly knowledge and practical impact, in alignment with EAA’s mission of promoting inclusive and quality education in challenging environments.

Research Purpose and Main Focus

This study adopts an exploratory approach to examine how MAT-trained teachers respond to trauma-affected learning environments in Palestine. It investigates whether trauma-informed practices are present, how they are shaped (whether by established frameworks or culturally grounded responses), and whether and how the MAT program may have contributed to their development, including indirectly through teachers’ broader pedagogical and reflective capacities.

The research will also contribute to the growing global discourse on trauma-informed teacher education, particularly within under-researched and conflict-affected contexts.
متطلبات الوظيفة:
Scope of Work

The selected researcher will collaborate with the research team to:
Lead on the research design and identify theoretical framework(s) to engage with
Engage the co-authors in the design and detail the methodological approach
Lead in the development of research instruments (e.g., interviews, surveys, and classroom observation tools)
Provide technical expertise in trauma-informed pedagogy in fragile contexts and prepare the literature review accordingly
Participate in data collection, draft analysis, and provide interpretation
Develop a high-quality academic paper suitable for submission to a high-impact (possibly Q1 target) peer-reviewed journal
Eligibility Criteria
Applicants must meet the following requirements:

Demonstrated expertise in trauma-informed pedagogy, psychosocial support, or education in fragile      and conflict-affected contexts
Proven record of publications in peer-reviewed academic journals or recognized scholarly outlets
Strong experience in conducting qualitative and/or mixed-methods educational research
Ability to design and implement research from inception to publication
High-level academic writing skills and ability to produce publishable outputs
Familiarity with the Palestinian or similar fragile contexts (preferred)
Preference will be given to applicants with experience publishing in peer reviewed journals.

Expected Outputs
One high-quality academic paper submitted to high-impact peer-reviewed journal(s); follow up            with  journals through publication stage.
Evidence-based insights on trauma-informed pedagogy in fragile and conflict-affected contexts
Practical, evidence-based recommendations to strengthen teacher education programs and inform           educational policy development.
Resources and Support

Al-Quds Bard College will facilitate access to relevant program documentation and coordinate with participating teachers and schools. The selected researcher will work as part of the research team and contribute to the implementation of the study.

Timeline

RFP Release: April 13 , 2026
Submission Deadline: April 27, 2026
Selection Notification: May 15, 2026
Project Start Date: May 20, 2026
Final Paper Submission:  April 30, 2027
تفاصيل الوظيفة:
المسمى الوظيفي: Researcher – Trauma-Informed Education
آخر موعد للتقديم: 27.04.2026.
المكان: أبو ديس
طبيعة العمل: عن بُعد و من المكتب
نوع الوظيفة: العقود والاستشارات
المستوى المهني: إداري/ إشرافي
الدرجة العلمية: دكتوراة
الخبرة: 3 سنوات
التصنيف: العلوم الاجتماعية والدراسات المجتمعية الطب، التمريض، الصيدلة، والصحة العامة التعليم والتدريب التنمية الاقتصادية والتعاون الدولي
آلية التقديم:
Submission Guidelines
Applicants are required to submit:
Statement of interest
CV of the applicant (including publication record)
Research proposal (800–1,200 words) including: (Research focus and conceptual framework, Methodology and data collection plan, Contribution to the study and academic literature, Ethical considerations)
Submission Deadline: April 27, 2026
Submission Email: lswaiti@staff.alquds.edu
Subject Line: (RFP. Trauma-Informed Pedagogy Study)

Evaluation Criteria
Proposals will be evaluated based on:
Quality and clarity of the proposed research design
Relevance, rigor, and feasibility of the methodology
Applicant’s academic publication record (preference for Q1/Q2 journals)
Demonstrated expertise in trauma-informed pedagogy and/or education in fragile contexts
Alignment with the study’s objectives and contribution to academic and practical outcomes
Research Proposal Expectations
The proposal should demonstrate:

Strong theoretical grounding in trauma-informed pedagogy
Methodological rigor and feasibility
Relevance to fragile and conflict-affected contexts
Clear contribution to academic literature and practice