Search results for: Teacher education
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I'm excited to share with you my first foray into the world of podcasting. The idea came about as part of our planning for teacher professional development at Yeshiva Lab School. Taking a page from the contemporary classroom, we decided to 'flip' our teacher induction this year by providing our new faculty members with some of our basic on-boarding material in short video segments which they can watch on their own and then come together to discuss. As part of the Kohelet Foundation's mission in creating Yeshiva Lab School is to share our work and help advance the field of Jewish Education, we decided that rather than make our videos available only to our teachers, we'd share them with anyone else who might be interested as well.
Updated: Aug. 03, 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
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
'Touch It Lightly”: Israeli Students' Construction of Pedagogical Paradigms About an Emotionally Laden Topic
Early childhood educators are increasingly being called upon to deal with emotionally charged topics, which include natural and manmade disasters, war, terror, death, and other traumatic events. At our teachers college, we prepare students to deal with a challenging issue, memory of the Holocaust, through a series of activities and workshops spread over 3 years. In this study, we examined the students' emerging pedagogical paradigms for dealing with the Holocaust in the early childhood classroom in Israel. The results of this research shed light on development of pedagogic content knowledge (PCK) related to emotionally laden topics among preservice teachers.
Updated: May. 22, 2016
The development of the internet and social networking in the 21st century has changed the way in which students learn, and potentially the way in which teachers teach. The internet, ipad, and apps have opened up a vast resource of possibilities to more effectively engage our students in the learning process – to greatly enhance their classroom experience and to enable them to generate their own learning beyond the classroom. This course is designed to familiarize teachers with online tools, skills, and methodologies that can empower them to teach online or to utilize online tools to maximize learning in their classrooms.
Updated: Apr. 20, 2016
Teachers’ social–emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers’ social–emotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy among teachers, hypothesizing that teachers’ self-efficacy belief mediates the relationship between the other two variables. We found a strong positive association between the three social–emotional competencies, and direct and indirect (via teachers’ self-efficacy) effects of emotional self-efficacy on empathy. These results suggest that teachers’ belief in the ability to regulate their emotions contributes to teachers’ empathy in both ways.
Updated: Mar. 30, 2016
Mitjabrim Chinuch is a program that aims at training the next generation of teachers in Jewish Education in Uruguay as well as providing professional development to the current morim of educational institutions and strengthening the bonds between school and family. Sponsored by the Pincus Fund, the program is developed by a professional team from two Jewish schools in Montevideo (Uruguay): Escuela Integral and Yavne. This joint project provides an enriching environment where both institutions need to work together sharing every single step from planning to realization.
Updated: Mar. 30, 2016
'We Continue As Teachers': Success Events Perceived As Meaningful by Teachers and Encourage Them to Persevere in Teaching
This paper presents success events which were perceived as meaningful by novice teachers and which encouraged them to continue teaching and persevere in the education system. The study was conducted according to the qualitative research method and the research population consisted of 36 novice teachers who studied in an Israeli academic college of education. The study was based on written accounts, which were content analysed as is customary in qualitative research.
Updated: Mar. 09, 2016
The Shoolman School of Graduate Jewish Education at Hebrew College Opens Registration for its Midcareer Fellowship Program
The Shoolman School of Graduate Jewish Education at Hebrew College is excited to announce that for the fourth year running, it has received a generous grant to continue funding its Midcareer Fellowship program. The Midcareer Fellowship, which currently serves 45 students, is for new students who enroll in the Master of Jewish Education program and commit to earning 12 credits a year over the course of three years. Fellows receive an annual financial-aid award of up to 65 percent. (Application review begins May 15, 2016, with a priority deadline of March 2.)
Updated: Mar. 06, 2016