Abstract

This presentation sheds light on findings from a doctoral study on the relationship between teachers’ pedagogical beliefs and their individual technology use within an Arabic language teaching context in Egypt. Specifically, it explores teachers’ beliefs in relation to early learning experience, teacher education, classroom practice, and work context. It further discusses implications for in-service professional development, pre-service teacher education, and institutional initiatives for technology integration. Drawing on field experiences in Egypt, the presentation addresses methodological considerations associated with conducting research within an Egyptian educational context. It emphasises the centrality of researcher creative capacity, responsibility, and integrity to the research process, and offers situated examples of considering the objectives behind certain ethical procedures rather than simply implementing forms. The presentation encourages researchers to discern methodological affordances within their socio-cultural environment, to question established research traditions, and to theorise their research practice.