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Section archive - Teacher Education

Page 3/26 259 items
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21
Pardes Day School Educators Program: 2-Year Mjed (with Hebrew College)
Authors: Pardes Institute of Jewish Studies in Jerusalem
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.
Published: 2020
Updated: Nov. 27, 2019
22
Israeli MOOC Nominated for International Award
Authors: Hoter Elaine
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.
Published: 2019
Updated: Nov. 20, 2019
23
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Authors: Mcdossi Oded, Ainat Guberman
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.
Published: 2019
Updated: Nov. 07, 2019
24
The Added Value of a New Interviewing Tool for the Selection of Candidates for the Teaching Profession
Authors: Levy Feldman Irit, Libman Zipora
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.
Published: 2019
Updated: Jul. 31, 2019
25
Religious students in a public-secular college: feeling unique in a milieu of diversity
Authors: Potchter Oded, Paul Binyamin Ilana
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.
Published: 2019
Updated: Jul. 31, 2019
26
JNTP: A Pilot in Personalized Learning
Authors: Fishman Deborah
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.
Published: 2019
Updated: Jul. 14, 2019
27
Collaborative Practitioner Research: A Case of Lesson Study in a Small Jewish School
Authors: Lewis Jennifer, Phoebe Potts
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.
Published: 2019
Updated: Jul. 11, 2019
28
Shared Power, Risk-taking, and Innovation: Participatory Action Research in Jewish Education
Authors: Rector Aranda Amy, Weikel Alison, Wolkenfeld Sara, Kaiser Tammy, Lipinsky Liron, Zaidenberg Liat, Raider Roth Miriam B.
In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.
Published: 2019
Updated: Jul. 07, 2019
29
Israeli Teacher Educators’ Perceptions of Their Professional Development Paths in Teaching, Research and Institutional Leadership
Authors: Mcdossi Oded, Ainat Guberman
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.
Published: 2019
Updated: Jun. 23, 2019
30
Research on Supporting New Teachers
Authors: Rabinovich Deena
The most important determinant of a teacher’s success in her profession, not just in her first year but throughout her career, is the strength of a school’s plan of support for new teachers. Here are composite portraits of four typical first-year experiences, based on research I’ve done with graduates of the Legacy Heritage Jewish Educators Program at Stern College over the past 10 years. The program is an undergraduate major at Stern, in which students major in Judaic studies with a concentration in Jewish education. They take classes in psychology and pedagogy, and participate in a robust program of fieldwork and student teaching.
Published: 2019
Updated: Jun. 23, 2019
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