Section archive - Teacher Education
Page 1/26 259 items
Running for an academic degree: ultra-Orthodox women studying physical education at a non-religious college
The continuous trend of ultra-Orthodox (‘Haredi’) women enrolling in higher education institutions has not been widely investigated. The current study explored their reasons for pursuing an academic degree, their radical choice of physical education (PE) as a career, as well as their experiences and reflections on this process. Eighteen Israeli ultra-Orthodox female students aged 21–41 participated in the study.
Updated: Aug. 01, 2021
This week CASJE (Collaborative for Applied Studies in Jewish Education) begins to release findings from its Career Trajectories of Jewish Educators Study. The study, funded by the William Davidson Foundation and the Jim Joseph Foundation, was designed to provide useable knowledge about the recruitment, retention and development of Jewish educators.
Updated: Aug. 01, 2021
Encouraging and Discouraging Factors in the Decision to Become an Israeli Leader in Religious Schools: Implications for Reforming Bureaucratic Mandates of the Ministry of Education
This mixed methodology study explored the reasons that teachers in Israel are motivated to become school leaders, and the relative importance of the different discouraging factors that worked against such interest. A cross-national Israeli survey included 39 individual interviews, 2 focus groups of 25 teachers each, and a questionnaire completed by 149 teachers working in Jewish schools. Findings indicate a sense of mission and personal challenge motivated our sample. The most significant discouraging factor was the perceived inability to circumvent bureaucratic constraints imposed by the Ministry of Education. Implications and reform efforts for reducing bureaucratic constraints upon school leaders are discussed.
Updated: May. 25, 2021
The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences. The main contributions of this study are: understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.
Updated: Apr. 13, 2021
Maharat is the only rabbinical school in North America providing training and rabbinic ordination to women to serve in the highest levels of leadership in the Orthodox world and beyond. These graduates, along with Maharat’s intentional community engagement efforts, are building new communities of men and women who are open and welcoming of women’s leadership and scholarship.
Updated: Mar. 10, 2021
Novice teachers need a lot of support. This is especially true for Jewish Studies teachers. The Jewish Studies In-Service Teacher Training Program, a 14-month online program created and run by the Pardes Center for Jewish Educators, offers novice Jewish studies teachers 1-on-1 mentoring coupled with regular webinars that provide essential and practical pedagogical training, tailored for the teaching of Jewish texts. While already teaching in the classroom, these educators will get the skills and the extra support that they need!
Updated: Feb. 17, 2021
“Let’s Talk about It”—Explicit Discussions as a Way to Reduce the Resistance of Religious Jewish Science Teachers to Learning and Teaching about Evolution: A Case Study
This study is based on a zoology course designed for in-service teachers, which aimed to provide basic scientific knowledge about evolution using the Religious cultural competence in Evolution Education framework. The study explores whether learners who were resistant to evolution modify their attitudes and willingness to learn about it, and whether they develop respect toward learners who hold contradicting views.
Updated: Jan. 14, 2021
The response of clinical practice curriculum in teacher education to the Covid-19 breakout: A case study from Israel
This case study explores how teacher education curriculum in a college in Israel responded to the Covid-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being and social emotional learning (SEL); and (2) an adaptation of teaching methods.
Updated: Jan. 14, 2021
Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills
This study sought to delineate the implementation of Problem-Based Learning (PBL) and peer- and self- assessment in a teacher training programme. This intervention was accompanied by measuring the participants’ perceptions of the PBL environment and the assessment methods used compared with those of other courses they were previously enrolled in. Another aim was to reveal the most effective perceived PBL constructivist activities in enhancing the assessment methods.
Updated: Dec. 16, 2020
The purpose of this study is to assess the level of digital literacies and digital readiness of students majoring in education. The research method includes a questionnaire comprising 54 items. The sample consists of 1265 students. The results show that more than half of the participants report an overall high level of literacy in all areas. Their sense of readiness for teamwork and their ethical readiness is high. Nonetheless, a low sense of readiness is found in a first and advanced order of readiness. The practical implications of these findings are crucial, as they can assist faculty and educational policymakers identify the strengths and weaknesses of students’ digital literacies.
Updated: Dec. 10, 2020