Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Section archive - Teacher Education
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259 items
111
The PhD in Educational Studies with specialization in Jewish educational leadership, a combined program of Lesley University and Hebrew College, is designed for Jewish educators and professionals seeking
to take on greater leadership responsibility in Jewish educational
institutions and communal organizations. Graduates will receive a PhD in Educational Studies from Lesley University, one of the country's largest providers of graduate programs for educators, and a doctoral certificate in Jewish Educational Leadership from Hebrew College. The PhD can typically be completed in three to four years and includes 48 credits of online coursework, three 11-day summer residencies in Boston and dissertation work.
Published: 2015
Updated: Dec. 15, 2015
112
Partnering with community leaders, the Sephardic Studies Program of the Stroum Center for Jewish Studies at the University of Washington aims to establish a world-renowned program for the study, teaching, and perpetuation of Sephardic culture and the Ladino language. As home to one of the largest and most vibrant Sephardic communities in the United States, Seattle offers an ideal environment in which to preserve the legacy of the Sephardic Jewish experience.
Published: 2015
Updated: Oct. 28, 2015
113
Dr. Esther Kalnisky of Achva College and the MOFET Institute introduces the newly published book: Journeys of Hope: Ethiopian Jews in the Paths of Education, Academic Studies, and Success by Esther Kalnisky, Shosh Millet, and Nahum Cohen all of whom have been involved in teacher education for many years, particularly in the training of students who either immigrated to Israel from Ethiopia or were born in Israel to native Ethiopian parents. The book tells the moving story of the Ethiopian Jews' journey to Israel – a journey fraught with hardships – as well as their encounter with everyday life in the new land with its dual elements of spiritual elation and disappointment.
Published: 2015
Updated: Oct. 21, 2015
114
I would like to share with you some wonderful online learning opportunities through the MOFET Institute. MOFET which is based in Israel offers online courses in English on the Educational Use of Information and Communication Technologies as well as enrichment courses in teaching Jewish Studies. Full disclosure, I teach a course in each of these programs on Using Web 2.0 Tools to Transform Teaching and Learning and on Using Technology to Teach Talmud and Torah She’Baal Peh. What I find to be most rewarding about these courses is the incredible diversity of the students. I have had students from 6 continents, Asia, Australia, Africa, Europe, North America, and South America and from various cultural and religious backgrounds. This diversity creates a rich discussion and fruitful sharing which would not be possible in a conventional course in a brick and mortar school. I welcome you to enroll in one of these courses. The Fall Semester begins on October 18, 2015 so there is still time to register.
Published: 2015
Updated: Oct. 14, 2015
115
This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers’ training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in secular pupils’ attitudes toward Jewish subjects. We found a high incidence of teaching using positivistic approaches of knowledge transmission and the teachers adopted a particular teaching approach early into their training program that they continue to employ. Can teaching oriented in the transmission of central cultural value knowledge, with pupils as passive receptacles, create a meaningful encounter?
Published: 2015
Updated: Oct. 07, 2015
116
The aim of the study is to investigate whether there are discrepancies between teachers’ perceptions of the ‘official policies’ and their ‘tendency to act,’ based on their ethical decision-making. A qualitative analysis of 60 Israeli teachers’ questionnaires consisting of critical ethical incidents revealed multifaceted ethical dilemmas nested in categories of ‘discrepancies between official policies and teachers’ tendency to act: ‘Harm (to people, property),’ ‘parental involvement/ interference’ and ‘academic process.’
Published: 2015
Updated: Sep. 21, 2015
117
The unique pre - service teacher education programme for Ethiopian immigrants, operated at a Teacher Education College, encompasses two main approaches to value - oriented education, the pluralistic and particularistic approaches. The programme constitutes a challenging ladder which can reduce the educational, social, cultural, instructional and professional gap of Ethiopians in Israel. This paper presents the humanistic theory perception and displays its characteristics in the unique programme. In order to demonstrate the humanistic education principles in the unique programme, the interviews and documents which accompanied the programme were content analysed.
Published: 2015
Updated: Aug. 20, 2015
118
Rabbi Prof. Neria Guttel – President, “Orot Israel” Academic College of Education, shares his reflections on the desired relationship between the eminent teacher and the educational researcher. He examines the words of Kohelet (Ecclesiastes), and the interpretations of traditional commentators in formulating his own view of the paradigm of the Teacher-Researcher.
Published: 2015
Updated: Aug. 04, 2015
119
Gratz College is delighted to announce the creation of 14 new fellowships: seven for the M.A. in Jewish Education and seven for the M.S. in Nonprofit Management for Faith-based Organizations and the M.A. in Jewish Communal Service. This is the third cohort of the successful Gratz College Midcareer Fellowship program which was first launched in 2013.
Published: 2015
Updated: Jul. 30, 2015
120
Jewish day schools take on a wide range of goals, often beyond the scope of traditional programs. Schools must have academically strong secular and Judaic studies programs, but they must also instill a sense of spirit and commitment to Jewish beliefs, values, and people. This article provides a concise and clear description of Elliot Eisner’s Educational Connoisseurship and Criticism qualitative research model and how its use can provide valuable information for Jewish day school researchers and educators as they try to understand these complex learning environments. Through the use of examples, the article outlines Eisner’s five dimensions of educational settings: intentional, curricular, pedagogical, structural, and evaluative
Published: 2015
Updated: Jul. 22, 2015