Section archive - Teacher Education
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Mentoring and training programs are hallmarks of the Jewish New Teacher Project’s (JNTP) efforts to support new and veteran day school teachers in Jewish and general studies. JNTP, a division of the internationally recognized New Teacher Center, has worked with more than 1,350 new educators across North America, helping close to 200 schools achieve teaching excellence by utilizing the New Teacher Center’s proven model of new teacher support to dramatically improve new teacher effectiveness, teacher retention and school culture.
Updated: Nov. 05, 2020
In September, the London School of Jewish Studies is introducing a new programme combining leadership skills and Jewish studies. The Teach to Lead programme, based on the Teach First model, will develop high-calibre Jewish studies teachers across primary and secondary schools. The new cohort will be tasked with re-envisioning Jewish education for the 21st century to ensure we don’t only replicate old methods and approaches but bring new perspectives and solutions. They will have the opportunities to learn from practitioners around the Jewish world. They must be able to think creatively about what our young people need today to respond to Jewish ideas and how to nurture thinking Jews who are strong in their identity, knowledgeable about their heritage and passionate about their Jewish faith.
Updated: Oct. 22, 2020
Through individual research, the development of original literature and field-based practice, twelve exemplary educators will gather virtually over eight months to explore what is particular and unique about the pedagogies of Jewish education. Handpicked from a pool of hundreds of applicants, these fellows have been selected for the Jewish Pedagogies Circle – the first of two initiatives launching this year by M2: The Institute for Experiential Jewish Education, to address foundational questions in – and new possibilities for – the landscape of Jewish education.
Updated: Oct. 22, 2020
The paper will first describe the challenges that the Israeli teacher education colleges faced during the Coronavirus outbreak. It will then present an initiative launched by the Israeli Ministry of Education (MoE) to open an alternative route of an initial teacher education programme geared towards academics who lost their jobs as a result of the epidemic and are interested in re-training themselves to become teachers. The final part will discuss the main conclusions and reflections on the situation which can be drawn at this point in time.
Updated: Sep. 10, 2020
Teacher Education in a New Age of Accountability: How Can Programs Develop Responsible and Valuable Self-Assessment
This paper intends to demonstrate how within the current contentious environment for teacher education in the U.S., two small teacher preparation programs, two sister programs, the Jewish Teacher Education Program (JTEP) of Massachusetts (MA) and California (CA), conducted a voluntary coordinated long-term self-evaluation study, that partially responded to external accountability pressures by the Federal administration, state agencies and various private and non-governmental organizations. In particular, we focus on findings about graduates’ preparation experiences and sense of preparedness for teaching, as well as how they perceived their faculty strengths and weaknesses and programs’ effectiveness.
Updated: Sep. 10, 2020
Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field – An Open Access eBook
The COVID-19 pandemic significantly impacted education, forcing teachers and teacher educators into emergency, remote instruction. While there were noted challenges, there also were global success stories of innovation in preparing current and future teachers. This AACE and SITE-published, open access eBook contains 133 chapters with over 850 pages documenting best practices, strategies, and efforts by teacher educators, professional developers, researchers, and practitioners.
Updated: Jun. 21, 2020
With more investigation into the reception of evolution in non-Christian majority cultures, and the increased awareness that anti-evolution sentiment is a global phenomenon, new educational resources are being developed to meet newly understood needs. This article explores the situation in Israel regarding conceptions of the compatibility of evolution and religion, as well as the educational initiatives being developed to advance dialogue. Included in the article are data from a study in a Jewish, Muslim and Christian school regarding stakeholders’ views on evolution, as well as insights from the first professional development course for Israeli teachers on “Evolution and Faith”.
Updated: Jun. 15, 2020
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