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Section archive - Teacher Education

Page 6/26 259 items
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51
The Pardes Institute of Jewish Studies and Yeshivat Chovevei Torah Join Forces to Train Rabbi-Educators
Authors: Pardes Institute of Jewish Studies in Jerusalem
The Pardes Center for Jewish Educators and Yeshivat Chovevei Torah announced the launch of a new and exciting collaboration. Beginning in fall 2018, the two institutions will join forces to begin training outstanding rabbis who are passionate about Jewish education.
Published: 2018
Updated: Feb. 28, 2018
52
Ayeka Announces Eight Schools Selected for Soulful Education Professional Development program sponsored by the Jim Joseph Foundation
Authors: Ayeka
Ayeka: The Center for Soulful Education today announced that it has selected eight schools from a strong application pool of sixteen to participate in a new cohort beginning August 2018 funded by the Jim Joseph Foundation. The schools chosen are Adelson Educational Campus, Carmel Academy, Katz Yeshiva High School, Luria Academy of Brooklyn, Maimonides School, Pressman Academy, Robert M. Beren Academy, and Solomon Schechter of Long Island. Ayeka was one of ten recipients of the Jim Joseph Foundation’s Jewish Educator Professional Development Initiative.
Published: 2018
Updated: Feb. 13, 2018
53
What Makes up an Effective Emotional Intelligence Training Design for Teachers?
Authors: Dolev Niva, Leshem Shosh
Recently there has been a growing interest in ways in which Emotional Intelligence (EI) can be enhanced among teachers. However, although it has been noted that effective teaching requires high levels of EI, little is known about effective methods to develop teachers' EI. The current qualitative study followed a two year EI development training for 21 teachers in one school in Israel. The training included workshops and personal EI sessions for teachers, led by an external team of EI experts. The training was based on the Bar-On model of EI which includes five main scales: intrapersonal, interpersonal, adaptability, stress-management, general mood and 15 competencies within it (Bar-On, 1997)
Published: 2017
Updated: Feb. 13, 2018
54
Personal Blogs or Communal Blogs? - Pre-Service Teachers' Perceptions Regarding the Contribution of These Two Platforms to their Professional Development
Authors: Biberman-Shalev Liat
Although educational blogging is not a new phenomenon, the use of blogs in teacher education in Israel is still in its early stages. In line with the above-mentioned study aims, which focused on exploring the pre-service teachers' perceived usefulness of blogs in their professional development and training, the following two research questions were examined: What are the perceptions of pre-service teachers regarding the contribution of personal blogs and communal blogs to their professional development? Which platform do pre-service teachers prefer: the personal blog or the communal blog? and why?
Published: 2018
Updated: Feb. 13, 2018
55
High School Teachers' Attitudes and Reported Behaviors Towards Controversial Issues
Authors: Ron Erlich Rakefet, Gindi Shahar
Moore (2012) has shown that many teachers hesitate to discuss controversial topics, and several studies have shown that such discussions are seldom held. Bekerman (2016) pointed to teachers' status within the sociopolitical context, e.g., Israeli teachers' lack of agency within the context of the nation-state. The difficulty teachers face around controversial topics is an important issue for teacher training worldwide and particularly in Israel. In this study, we explored high school teachers’ attitudes about conducting class discussions on the relationship between Jews and Arabs in Israel. This study may afford an opportunity to examine the factors that are associated with teachers' willingness to engage in such discussions in the Israeli context and to draw general conclusions regarding teacher training and practices.
Published: 2018
Updated: Feb. 13, 2018
56
The Matan Bellows Eshkolot In-servive and Pre-service Educators Institute for Tanakh and Jewish Studies
Matan is pleased to inform you of an exciting opportunity for aspiring female Jewish educators who are eager to make a positive lasting impact upon the Jewish community: The Bellows Eshkolot Educators Institute for Tanakh and Jewish Studies. In August 2016, Matan opened The Eshkolot Institute to train a cadre of expert female teachers and leaders who are equipped to tackle the specific needs of Jewish schools and their students, and spark passion for Jewish learning, the State of Israel and Am Yisrael. Eshkolot offers current educators and recent college graduates pursuing a career in Jewish education the opportunity to study for a year at Matan’s Jerusalem campus.
Published: 2018
Updated: Feb. 12, 2018
57
Book Review: Miriam B. Raider-Roth, Professional Development in Relational Learning Communities: Teachers in Connection
Authors: Mattenson Pearl
Professional Development in Relational Learning Communities: Teachers in Connection consolidates a decade of action research from three successive cycles of week-long summer seminars for teachers, all designed to foster a Relational Learning Community (RLC). The clarity with which the book documents how disparate theoretical frames animate the seminar’s design and the intentionality behind each of the seminars’ practices is notable; it is the unique blend of gravitas and heart with which Raider-Roth and her faculty approach their project, that leaves its deepest impression on the reader.
Published: 2017
Updated: Feb. 11, 2018
58
Faced with Fusty Texts, Teachers Learn to Breathe New Life into Jewish Studies
Authors: Prince Cathryn J.
According to longtime educator Aryeh Ben David, quantity shouldn’t trump quality — especially when it comes to Judaic studies. Yet, for too long Jewish educators have pushed content, rather than connectedness, said the founder of the Jerusalem-based Ayeka: The Center for Soulful Education. Founded in 2006 with the goal of reframing Jewish education, the non-profit’s name is the biblical word for “where are you.” Ayeka provides learning tracks for educators, parents, and individuals with online and in-person options in the United States and Israel. The idea is to help teachers breathe life into Jewish text study.
Published: 2017
Updated: Feb. 11, 2018
59
A Philosopher in the Eye of the Storm: Monsieur Chouchani and Lévinas's “Nameless” Essay
Authors: Ben Pazi Hanoch
8. This article considers the role of the individual during crises in humanism and the ethical responsibility with which the individual is charged in such times of moral calamity. In a narrow sense, the article explores Emmanuel Lévinas's “Nameless” (“Sans nom”), an essay that appears in his book Proper Names, and proposes viewing it as his personal reading in honor of his unique, unaccounted-for teacher Monsieur Chouchani. From a broader philosophical perspective, the article attempts to consider the meaning of ethics and the assumption of responsibility in times when doing so appears to offer no benefit and hold no significance whatsoever. From an educational perspective, it endeavors to better understand the ethical role of the teacher in both tranquil and tempestuous times. And finally, it also offers another profound observation of what Lévinas's article refers to as the “Jewish condition,” not in a national historical sense but as a model of crisis-oriented ethical challenge.
Published: 2017
Updated: Feb. 07, 2018
60
Mentoring, Job Satisfaction, and Anticipated Turnover in Modem Orthodox Jewish Day Schools: Perceptions of Early Career Teachers
Authors: Menachem Audrey
This mixed-methods study examined possible relationships between mentoring, job satisfaction, and anticipated turnover in a sample of 39 beginning teachers in Modem Orthodox Jewish day schools, 11 of whom participated in semi-structured follow-up interviews. It was predicted that perceived quality of mentoring would be positively associated with job satisfaction and negatively associated with turnover intentions.
Published: 2017
Updated: Feb. 07, 2018
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