Section archive - Teacher Education

The aim of this study is to present an approach for creating an educational process that can affect teacher trainees' moral resilience, while investigating the manner in which they - as teachers - perceive the concept of moral resilience. A study questionnaire, designed especially for the current study, was distributed online among trainees in a teacher-training college in Israel and was completed by 123 participants. Two major themes emerged in trainees' conceptualizations of the notion of moral resilience: (a) the role of the organisation in which the teaching takes place, and (b) mechanisms that contribute to the development of moral fibre, which creates resilience.

Hebrew College’s Shoolman Graduate School of Jewish Education is now accepting applications for generous MJEd fellowships beginning this fall. The 36 credit MJEd can be completed entirely online or in conjunction with on-campus coursework. Fellows receive an annual financial-aid award of up to 65 percent. Recipients must complete 12 credits per year for three years, for a total of 36 credits. To qualify, submit your application by June 26, 2015.

The Brandeis University Teacher Leader Fellowship for Jewish day school teachers is a unique educational opportunity for exceptional educators at Jewish day schools who want to become effective teacher leaders without having to give up classroom teaching. Fellows will join talented and experienced teachers from a variety of school settings in a 13-month course of study (equivalent to the Advanced Graduate Study (AGS) in Teacher Leadership) that includes some elements designed exclusively for teachers in Jewish day schools.

This article explores how preservice teachers can develop mentoring capacities (i.e., perspective taking, connection with students, and self - reflective opportunities on their roles as teachers) by participating in a historically - based online simulation game with middle school students. The arena for this exploration, the Jewish Court of All Time (JCAT), is a web - mediated learning platform that utilizes character play to enhance historical and cultural understanding. Through the description of three preservice teachers/mentors in JCAT, we illustrate how the preservice teachers/mentors work to support the learning of the middle school students while developing their teaching skill set. Our research explores the ways in which participation in the dual roles of character and mentor shapes the university students’ development as preservice teachers.