Section archive - Teacher Education
Page 9/26 253 items
Educator Versus Subject Matter Teacher: The Conflict Between Two Sub-Identities in Becoming a Teacher
Research literature often addresses the problems entailed in the integration of beginning teachers within the education system. Most studies emphasize the conflicts these teachers experience, especially between the personal and professional aspects of their profession. We conducted qualitative research among participants and graduates of the Program for Excellence in Teaching at a teachers’ college in Jerusalem, Israel, revealing another conflict. In determining their professional identity, beginning teachers face a dilemma between two sub-identities: the teacher as a subject matter and didactic expert and the teacher as a homeroom educator. We characterize these two sub-identities and analyze their implications for teacher training programs.
Updated: Aug. 31, 2016
‘These Are Not the Realities I Imagined’: An Inquiry into the Lost Hopes and Aspirations of Beginning Teachers
The Program for Excellence in Teaching (PET) conducted in Israel aspires towards training excellent teachers but also towards creating agents of change within the educational system. This qualitative study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. The article suggests three factors that address this disparity: the participants’ positive conception of the educational system, the isolation of the beginning teachers, and the induction process they must undergo. This article proposes various innovative recommendations for coping with this situation.
Updated: Aug. 24, 2016
How to Bridge the Gap? Teacher Educators’ Approaches to the Teaching of the Biblical “Other” in Kindergarten
This article summarizes a study of the viewpoints of Bible lecturers in the Kindergarten Education Department while teaching content related to the biblical “other.” The study, by two researchers themselves part of the study population, was conducted according to the qualitative approach and included interviews with participants from a State Education and a State-Religious college. The findings highlight the different points of origin vis-à-vis Bible studies and the search for the connection between the “other” of the Bible, the students’ own world and later, that of the children while indicating discrepancies between declared objectives and the characteristics of the students.
Updated: Aug. 10, 2016
In this longitudinal study, carried out over a period of 6 years, the curriculum approach of student-teachers in the fields of Jewish Studies (Bible Studies and Jewish Philosophy) was examined, from their 1st year of studies until their 6th year when they took their places as full-fledged teachers in schools. This article focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs, that differ in character and essence. The major argument in this article is that the character and essence of a formal syllabus has great influence on curriculum approaches of students preparing to become teachers, and their place in developing their own teaching program.
Updated: Aug. 10, 2016
This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers’ perceptions about their professional development. The qualitative analysis identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). Using these dimensions, four ‘professional development patterns’ emerged. Participants’ professional trajectories are described in terms of these patterns: Hierarchically Ambitious, Hierarchically Compelled, the Laterally Ambitious and the Laterally Compelled. This categorisation could serve as an essential tool to help principals and decision-makers analyse teachers’ personal course of professional development. Hence, the categorisation of the teaching staff according to individuals’ professional aspirations could be utilised to design professional development programmes and incentives that would correspond to teachers’ particular needs.
Updated: Jul. 20, 2016
Leading a System-Wide Pedagogical Change: How a Faculty of Education Invests in Developing Communication Proficiencies?
The article presents a system-wide change initiated in the faculty of education at a major teachers’ college aimed at developing students’ reading, and written and oral communication proficiencies, while focusing on clarity and coherence, and the use of rich, correct and precise language for purposes of studying, teaching and research. The ‘philosophy’ section introduces the theoretical basis of the process, defines the essence and the nature of the academic change and explains its context and timing. The ‘process’ section reports on the survey, which addresses students’ perspectives on the subject of academic writing, describes how the agenda was implemented and how the commitment among the faculty members was developed. The ‘outcome’ section presents the characteristics of the agenda as were designed by the steering committee and the analysis of the discourse that took place during the faculty seminar sessions. The advantages of a participatory action research approach when implementing a broad academic-pedagogical change are discussed.
Updated: Jul. 19, 2016
Gratz College Announces Graduate Fellowships in Jewish Education, Jewish Communal Service and Nonprofit Management
Gratz College is currently accepting applications for the M.A. in Jewish Education, M.A. in Jewish Communal Service and the M.S. in Nonprofit Management. This is the 4th cohort of the successful Gratz College Midcareer Fellowship program which was first launched in 2013. The graduate degrees in Jewish Education, Jewish Communal Service and Nonprofit Management support greater job competency, increased marketability and more diversified skills for Jewish organizational administrators, Hillel staffers, youth group directors, day and supplementary school educators and professionals working in Jewish organizations.
Updated: Jun. 08, 2016
In November of last year, Beit Berl, a teachers college in Kfar Saba, north of Tel Aviv in Israel, held a graduation for bachelor of education students. The ceremony was unremarkable but for the students it honored: All 63 of them were ultra-Orthodox Jews. They were the first cohort in a new program to educate better teachers in Haredi schools. Because Beit Berl is a secular institution — usually shunned by ultra-Orthodox, or Haredim — these men were pioneers of sorts.
Updated: Jun. 01, 2016
Pardes Day School Educators Program – 2-Year Master of Jewish Education in Collaboration with Hebrew College
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. The Pardes Day School Educators Program includes core components of the Pardes Year Program, plus: holistic education courses preparing teachers for the 21st-century Jewish studies classroom; customized Hebrew language ulpan with Ulpan Or; student teaching at Jewish day schools for one month each year in North America; seminars on Jewish history, spirituality, conflict resolution, Jewish thought and Israel education; one-on-one mentoring with expert teaching coaches; career coaching, job placement assistance and alumni support.
Updated: May. 26, 2016
Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community
Experience in the workforce influences teacher educators’ responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching in an Israeli teachers' college. A four-stage trajectory model for development was used to track changes in practice among the teacher educators. The authors’ analysis identified three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group.
Updated: May. 22, 2016