Search results for: Galili Schachter Inbar

In this study, twelve expert teachers of Jewish Thought in Israeli high schools were observed and interviewed, in order to examine their ideas regarding the proper way to approach and teach Jewish canonical texts. Using qualitative analysis, I identified a central component of these teachers' Pedagogic Content Knowledge and named it their Pedagogic Hermeneutic Orientation (PHO). Five different PHOs are described in the article to demonstrate the nature of teachers' orientations