Skip to main content
Home Home
  • Home
  • Sections
  • About
  • FAQ
  • Contact
  • Newsletter
  • Log in

Jewish Portal of
Teacher Education

The online resource of pedagogical and academic content on teaching and Jewish education

Accessibility Menu

  • Increase font size
  • Decrease font size
  • Reset font size
  • Grayscale
  • High contrast
  • Highlight links
  • Negative contrast
  • Readable font
  • Reset setting
Keywords Authors

Advanced search

Search form

Section archive - Teacher Education

Page 8/26 253 items
  • « first
  • ‹ previous
  • …
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • …
  • next ›
  • last »
71
Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education
Authors: Avidov-Ungar Orit, Forkosh Baruch Alona
ICT (Information and Communication Technologies) in teacher education poses new challenges to faculty and students. This study was carried out to examine factors facilitating and hindering ICT implementation in teacher education institutes in Israel. Findings from our study, administered at two points in time, revealed that providing technological-pedagogical support to teacher educators and their perceptions and beliefs regarding ICT usage were consistent with being either facilitating or hindering factors in the integration process in colleges of education
Published: 2016
Updated: Feb. 01, 2017
72
Training for Small Group Instruction in Pre-Service Teacher Education: Pedagogical Instructors’ Perceptions
According to the New Horizon educational reform, all teachers in Israel must implement small group instruction within the school curriculum. Small group instruction is perceived as an opportunity to provide a supportive learning environment that can enable schools to reach their educational aims in individualized ways. Having examined the implementation of small group instruction by novice teachers, our objective is to present the results of a research which aimed to clarify how pedagogical instructors perceive training for small group instruction, and how small group instruction is embedded in their curricula. Data were collected from 16 pedagogical advisors pertaining to EFL, Physical Education, special Education, and Sciences.
Published: 2016
Updated: Feb. 01, 2017
73
The Inclusion Assistant: Who Is She Supposed to Be? An Exploratory Study
Authors: Licht Perach, Moshe Anat
Following the almost worldwide implementation of policies giving all students – including those with special education needs – the right to learn within the general education system, there has been a sharp increase in the number of inclusion assistants (IA). IAs provide special-needs students one-to-one accompaniment, allowing them to function in the general education classroom and reducing the onus on the classroom teacher in such cases. Unfortunately, many, if not most, of IAs enter the system without suitable training or special qualifications and often neither they nor the teachers have a clear idea of how they should fulfill their role. This exploratory study used a questionnaire and semi-structured interviews to identify and compare how 30 classroom teachers and IAs define the IA’s role. It also studied how eight IAs changed their perception of their roles after attending an IA training course and what the implications of such courses may be.
Published: 2016
Updated: Jan. 17, 2017
74
Open Days at The MOFET Institute's Online Academy: February – March, 2017
Authors: MOFET International
The MOFET Institute's Online Academy is offering online courses in the didactics of teaching diverse disciplines. The courses, which are held in a range of languages including English, Hebrew, Spanish, and Arabic, are intended for anyone who has an interest in teaching – teachers, teacher educators, researchers, policy makers, etc. We are delighted to invite you to an Open Day with the heads of the various programs. Join the scores of learners and graduates of the Academy's programs!
Published: 2017
Updated: Jan. 12, 2017
75
Getting their Feet Wet: Trainee EFL Teachers in Germany and Israel Collaborate Online to Promote their Telecollaboration Competence through Experiential Learning
Authors: Harel Efrat, Schwab Gotz, Waldman Tina
The paper presents a telecollaboration project between 54 pre-service teachers of English as a Foreign Language (EFL) studying at a teacher training college in Israel and a university in Germany. The telecollaboration involved a collaborative Project Based Learning Task (PBLT) in which the students compared and evaluated the ways EFL is taught in their respective contexts. The purpose of this ongoing study is to provide pre-service EFL teachers with an apprenticeship of learning ways that technology can be used to transcend classroom walls for virtual mobility and cooperation. It specifically intends to determine how such an apprenticeship can strengthen student teachers’ belief in their ability to implement telecollaboration in their own teaching.
Published: 2016
Updated: Jan. 04, 2017
76
'Us and Them”: Towards Intercultural Competence among Jewish and Arab Graduate Students at Israeli Colleges of Education
Authors: Lev Ari Lilach, Mula Walid
The present study aims to examine the impact of encounter between two different ethnic groups, Jews and Arabs, of Israeli first-year graduate students who study in four colleges of education, on the development of their intercultural competence: (1) knowledge regarding the “other,” (2) change in attitudes and behavior towards the other, and (3) multicultural educational practice. The findings point to two clear factors affecting the development of intercultural competence: the formal and informal college experience as reported by respondents, particularly the contents and tools that both Jews and Arabs acquired at the college in addition to personal characteristics and off-campus encounters.
Published: 2016
Updated: Dec. 28, 2016
77
Rabbis Teaching Rabbinics: What’s Happening There?
Authors: Kelsen Jon
Over the past couple of years, I have taught second-year rabbinical students at Yeshivat Chovevei Torah the pedagogy of teaching Talmud and other rabbinic texts. This experience has prompted me to ask whether there is any difference between training rabbis and non-rabbis to teach rabbinic texts. What distinct dynamics are present, of which my students should be made aware, when a rabbi teaches a rabbinic text? In order to explore this question, and as part of a broader theoretical and empirical study of Talmud pedagogy, I recently conducted interviews with several American Talmud and rabbinics educators (of different denominational affiliations) who have taught in rabbinical schools. I asked, “What is different about teaching Talmud pedagogy to future rabbis, as opposed to non-rabbis?” Their responses, presented below, provide useful self-reporting of how they conceptualize their teaching practice in the context of rabbinical school.
Published: 2015
Updated: Dec. 08, 2016
78
Ph.D. in Educational Studies with Specialization in Jewish Educational Leadership
Authors: Hebrew College
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: 2016
Updated: Nov. 30, 2016
79
Fellowship Opportunity: The Matan Bellows Eshkolot Educators Institute for Tanakh and Jewish Studies
Authors: Matan
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 at Matan’s Jerusalem campus, and an option to earn an MA in Jewish Education from Hebrew University—all within one year.
Published: 2016
Updated: Nov. 30, 2016
80
“Don’t Sell Me the Enemy’s Literature”: A Self-Study of Teaching Literature in Politically Fraught Contexts
Authors: Poyas Yael
This article describes a self-study pursuant to a clash between a lecturer and a student concerning the teaching of literature in a politically fraught context. The learning group is composed of Arab and Jewish teachers at a college in northern Israel. The work read by the group expresses a Palestinian perspective. The incident, discussed with reference to the concepts of ethical reading and in-between space, is explained against the background of the lecturer’s professional views and the complexity of teaching literature in a polarized and conflicted society.
Published: 2016
Updated: Nov. 09, 2016
  • « first
  • ‹ previous
  • …
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
  • 11
  • 12
  • 13
  • …
  • next ›
  • last »

Trends in Jewish Education

Trends in Jewish Education

Teacher Education

Teacher Education

In-Service Training

In-Service Training

Education & Administration

Education & Administration

Formal Education

Formal Education

Informal Education

Informal Education

Adult Education

Adult Education

Technology & Computers

Technology & Computers

Israel Education

Israel Education

Learning Resources

Learning Resources

Conferences & Events

Conferences & Events

Educación judía (Spanish)

Educación judía (Spanish)

Free newsletter

Subscribe
   Newsletter archive

Follow us

More international academic portals for teachers

© 2021 The MOFET Institute     |     Terms of Use