Farouq Sessah Mensah: From PhD to Postdoctoral Researcher at Stanford University

In late January this year, Farouq Sessah Mensah defended his PhD thesis, “The Didactics of Mathematics with Instructional Technology”. In his work, he examines how pre-service mathematics teachers are prepared to use educational technology in Ghana and Sweden, with a focus on the gap between education policy and classroom practice. A key finding is that technology is often used, but the reasoning behind why and how it affects learning is rarely made explicit.

His upcoming postdoctoral project builds on these findings but also represents a shift in focus. While the thesis explored how educational technology is used and understood in teacher education, the new project turns to how students develop their relationship to knowledge – moving from teaching practices to knowledge in action.

Farouq will move to Stanford University on September 1 this year, where he will initially stay for two years. This will be followed by the possibility of an additional two years of funding in Sweden, providing strong conditions for continued research in collaboration with a Swedish university.

– As a postdoctoral researcher, I will work more closely on designing and testing new pedagogical approaches in collaboration with teachers and researchers, says Farouq. Compared to my doctoral work, where I mainly analysed existing practices and the organisation of teacher education, this role is more forward-looking and focused on developing and testing concrete educational designs.

– I particularly look forward to building bridges between theory and practice, so that research not only explains educational challenges but also contributes to improving teaching and learning. A key aim is also to support learning where students do not only acquire knowledge, but also learn to engage with it in a responsible, ethical, and reflective way.