Section archive - Teacher Education
Page 1/25 242 items
Hospital teachers work in a unique educational milieu that serves hospitalized children. In order to meet these children’s educational needs, teachers are expected to display high emotional abilities that will allow them to be creative, flexible and innovative, and able to work in distressing situations. For this reason a 30-hour Emotional Intelligence academic course for hospital teachers was developed and conducted, based on the revised theoretical framework of Mayer, Caruso & Salovey (2016). This mixed methods research study examined 50 hospital teachers who participated in this 10-week course, using a pre- and post-questionnaire, focus groups, semi-structured interviews and a final paper with a reflective summary. All training materials and examples were geared towards working with hospitalized children.
Updated: Mar. 11, 2020
The Master’s Concentration in Israel Education nurtures and challenges the next generation of knowledgeable and passionate educational leaders committed to the integral role of Israel in contemporary Jewish life. Its goal is to develop an approach to Israel education rooted in a sophisticated understanding of contemporary Israel and its history, combined with an innovative educational strategy and practice. Join cohort 10 of North American graduate and rabbinic students, working together with Israeli educators to shape the future of Israel education.
Updated: Jan. 15, 2020
This study investigated little-c creativity in first-year preservice teacher candidates, as manifested in their yearlong fieldwork. It was designed as a qualitative empirical study. Three major themes related to the candidates’ creativity and the components that fostered it were revealed. The first was the process the candidates underwent to construct and implement their initiatives; the second was related to the process that the candidates underwent as they transitioned from feelings of chaos to creativity; and the third was the candidates’ interpersonal relationships. We conclude that preservice teacher education should provide unique experiences that foster creativity.
Updated: Dec. 11, 2019
The Pardes Day School Educators Program – training outstanding Jewish studies teachers for day schools since 2000 – is a vibrant and innovative two-year program in Jerusalem that combines intensive text study at the Pardes Institute of Jewish Studies with a Master of Jewish Education from Hebrew College. This program is highly selective, seeking outstanding applicants for whom day school teaching is their calling.
Updated: Nov. 27, 2019
This year a Collaborative online project developed in Israel is shortlisted for the prestigious international Reimagine Education Award for best project to nurture 21st century skills. The project consists of 3 MOOC courses (Massive Open Online Courses) in Hebrew Arabic and English entitled Introduction to multiculturalism.
Updated: Nov. 20, 2019
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel.
Updated: Nov. 07, 2019
The Added Value of a New Interviewing Tool for the Selection of Candidates for the Teaching Profession
An interview is one of the most widely used tools in the admission of candidates for an academic study, particularly in the applied professions. The purpose of this paper is to present a study that assesses the quality of a new interview tool for the selection of teacher-training candidates, in order to find out its added value over other selection tools in use and to justify the effort invested in it. The main findings indicate a high quality of the new tool. The usage of the tool improved the selection procedure of qualified candidates, especially borderline candidates who would be rejected if using only the matriculation and the psychometric admission tools.
Updated: Jul. 31, 2019
The current study examined the case of religious students who opted to study in a secular teacher-training college despite the fact that there are religious colleges that would have suited their needs. This phenomenon is unusual because the education system in Israel is segregated and each educational sector has its own teacher-training colleges. Findings of this qualitative study indicate that the majority of participants did not wish to depart from the religious framework, but rather sought to forge reciprocal relations with the secular society and carve a space for themselves where they could express their identity, which does not entirely conform to the demands of the religious society.
Updated: Jul. 31, 2019
Personalized learning seeks to increase student enthusiasm and learning by tailoring the instructional environment – what, when, how and where students learn – to address the individual needs, skills and interests of each student. We are proud that the Jewish day school field is making strides in the use of personalized learning to encourage students to take ownership of their own education while developing deep connections with one another, their teachers and other adults.
Updated: Jul. 14, 2019
Lesson study is a form of professional development where a group of teachers identifies a problem of practice on which they would like to make progress in their teaching. Over an extended period of time, the teachers study the topic and plan a lesson together. One member then teaches the lesson while the others observe; the group reflects afterwards on student learning. The cycle repeats, building teachers’ professional knowledge and their shared views of pedagogy over time. In this article, we argue that lesson study is a collaborative form of practitioner research and we show how this is so by sharing an example of a lesson study cycle conducted in a synagogue school.
Updated: Jul. 11, 2019