External Factors Influencing the Co-constructing of Experiential Learning Between Afghanistan Participants and Malaysian Lecturers

The purpose of this study was to determine if cultural expectations can impede or facilitate trainer/trainee relationship between the Malaysian master teacher trainers (MMTTs) and the Afghanistan master teacher trainees (AMTTs). The study also aimed to highlight the external factors influencing the co-constructing of experiential learning between the MMTTS and the AMTTs. The sample consisted of randomly selected participants from the 240 master teacher trainers from different teacher training institutions in Afghanistan. For this study, data were collected using the mixed-method study utilising trainee’s profiles, post-training feedback via Facebook and e mails, lecturers’ interviews, qualitative observations and course evaluation feedbacks. Findings highlighted empathy for the students’ socio-cultural home context as an important new socio-cultural factor influencing the Malaysian success in their master teacher training. Other expectations of a trainer’s role and image based on prior cultural beliefs can impede any classroom trainer/trainee relationship. This is true in the average classroom unfortunately, where in conflict educational or fragile contexts, there are other hindrances which need to be addressed. The case study findings highlighted four aspects faced by the ATTs when co-constructing relationships with the MTTs from marginalised, fragile contexts. The four areas which required specific empathy were: sharing relationship, building an inclusive empathetic relationship with students, inclusion of women in education, and peaceful diversity.