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Teacher Education

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Section archive - Teacher Education

Page 7/26 253 items
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61
Breaking Out of the Grips of Dichotomous Discourse in Teacher Post-Observation Debrief Conversations
Authors: Lefstein Adam, Trachtenberg-Maslaton Rotem, Pollak Itay
Educational discourse is dominated by problematic dichotomies, for example, between teacher- and learner-centred pedagogies, and between teacher control and pupil autonomy. Such dichotomies impede attempts to understand and address complex educational problems, and thwart productive discussion among practitioners and the public. This article examines how teachers in one Israeli school addressed dichotomous discourse around classroom management in video-based post-observation debrief conversations.
Published: 2017
Updated: Aug. 07, 2017
62
Comparing the Effectiveness of Two Models of Initial Teacher Education Programmes In Israel: Concurrent Vs. Consecutive
Authors: Zuzovsky Ruth, Donitsa-Schmidt Smadar
The purpose of the present study was to examine the effectiveness of two common models of initial teacher education programmes that are prevalent in many countries, including Israel. The two are: the concurrent model, in which disciplinary studies and pedagogical studies are integrated and taught at the same time; and the consecutive model, which focuses mostly on pedagogy following the disciplinary studies already completed by university graduates interested to go into teaching.
Published: 2017
Updated: Aug. 07, 2017
63
The Davidson School at JTS and the HUC-JIR School of Education Awarded Major Grant to Renew Jewish Early Childhood Education Leadership Program in Chicago
Authors: My Social Good News
The William Davidson Graduate School of Jewish Education of The Jewish Theological Seminary, in partnership with the Hebrew Union College-Jewish Institute of Religion School of Education, will launch a second Chicago-based cohort of the Jewish Early Childhood Education Leadership Institute (JECELI) with renewed support from The Crown Family. This model program recently graduated a cohort of 17 Jewish early childhood educators. The program develops leadership in programs for young children and their families, which in turn strengthens the Jewish community. and institutions.
Published: 2017
Updated: Jul. 13, 2017
64
JTS - Master’s Degree in Jewish Education
Authors: JTS - The Jewish Theological Seminary
Master’s degree programs at the William Davidson Graduate School of Jewish Education are specifically designed to help students cultivate the skills and experience necessary to become sought-after, transformational leaders in Jewish education. Our programs are highly individualized, allowing students—under the guidance of an advisor—to tailor courses of study and practicum placements to their specific goals and interests.
Published: 2017
Updated: Jul. 13, 2017
65
Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy
Authors: Gutentag Tony, Horenczyk Gabriel, Tatar Moshe
We examine the ways in which, and the extent to which, DOPA (Diversity in Organizations: Perceptions and Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers’ diversity-related burnout and immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring diversity-related burnout and self-efficacy, approaches toward cultural diversity, attitudes toward multiculturalism, and demographics.
Published: 2017
Updated: Jul. 12, 2017
66
The Global Citizenship Education Gap: Teacher Perceptions of the Relationship Between Global Citizenship Education and Students’ Socio-Economic Status
Authors: Goren Heela, Yemini Miri
The present study examined Israeli secondary school teachers' perceptions of global citizenship education (GCE), concentrating on the socio-economic makeup of the schools' population. The study illuminates how teachers' perceptions of their students' mobility and the imagined futures that teachers attribute to their students may shape teaching. The study involves in-depth, semi-structured interviews with fifteen Israeli teachers at schools catering to student populations of various socio-economic backgrounds within the public, secular Jewish school sector. The study provides evidence of a GCE gap involving students, schools, and teachers, shedding light on this gap's possible consequences. Policy implications of the GCE gap and future research trajectories are introduced and discussed.
Published: 2017
Updated: Jun. 14, 2017
67
Inclusive Attitudes: Considering Student Discussion Board Responses as Indicators of Attitudes
Authors: Salomon Laya, Novick Rona M.
Compelling reasons exist for moving toward inclusion of diverse learners in Jewish day schools. Graduate programs face the challenge of preparing pre- and in-service teachers as effective educators for inclusive settings. While the development of skills is vital, the inculcation of positive attitudes regarding diverse learners may be equally important. This article explores the process of using student work to evaluate students’ attitudes in the context of a course on teaching diverse learners in a Master’s degree program.
Published: 2017
Updated: Mar. 15, 2017
68
Blessed Are You Who Gathers the Scattered Am Yisrael – And What About Us? - The Youth Shaliach Program at Bnei Akiva Schools, Toronto Canada
Authors: Pituchey-Chotam Aviad
The structure of the current program includes four young Shlichim, who come to Canada for one of the two academic semesters of a year. The Shlichim, education students towards the end of their degrees, are integrated into the school as teachers, youth leaders, educators and ‘big brothers’. The first and most important level of the shlichim's work is that they bring a taste of Israel to Canada.
Published: 2017
Updated: Feb. 13, 2017
69
Great Teaching Takes More Than a Great Jewish Journey
Authors: Hassenfeld Ziva R.
Many believe that being a great Jewish educator is, above all, about being a passionate and spiritual Jew. But decades of education research have shown that good teachers are made, not born. Ultimately, an inspiring Jewish journey can only take an educator so far. The best Jewish educators need to have deep knowledge of how to teach as well.
Published: 2017
Updated: Feb. 13, 2017
70
Those Who Can…Will Teach! The Jewish Day School Teacher Re-Design 2017
Authors: Shire Michael
For over 10 years Hebrew College and the Pardes Institute of Jewish Studies in Jerusalem supported by the AVI CHAI Foundation have partnered to develop a cadre of premiere classroom teachers for North American Jewish Day Schools richly proficient in Biblical and Rabbinic texts and vision driven pedagogic skills with applications to the Day School classroom. As we recruit for this exciting educational opportunity for Cohort 18, we are proud to be able to continue to offer a re-energized and attractive program for the next generation of Jewish Day School teachers for North America. There has never been a better time to consider a contribution to the future of Jewish life through teaching and Hebrew College and the Pardes Center for Jewish Educators welcome all enquiries.
Published: 2017
Updated: Feb. 08, 2017
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