Search results for: Teacher education
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The Innovation and Entrepreneurship in Education program offered in English by the International School at Levinsky College of Education in Tel-Aviv is intended for students, leading educators, and academics who are keen to devote an entire semester to studying: advanced pedagogy, educational entrepreneurship, and digital technology in the service of education. The semester-length program combines high-quality academic studies, professional encounters with leading entrepreneurs and educators, interesting experiences in the city of Tel Aviv, tours of Israel, study trips, and cultural evenings.
Updated: Jun. 17, 2015
Hebrew College’s Shoolman Graduate School of Jewish Education is now accepting applications for generous MJEd fellowships beginning this fall. The 36 credit MJEd can be completed entirely online or in conjunction with on-campus coursework. Fellows receive an annual financial-aid award of up to 65 percent. Recipients must complete 12 credits per year for three years, for a total of 36 credits. To qualify, submit your application by June 26, 2015.
Updated: Jun. 10, 2015
The Melton Centre of Jewish Education of the Hebrew University in Jerusalem has announced a new distance learning Master's degree track. Taught entirely in English, the program offers students from around the world the chance to earn a master’s degree in Jewish education in just one year of study with a 6-week semester in Jerusalem. Now the Melton Centre is providing international students with the opportunity for a comprehensive advanced degree, anywhere in the world.
Updated: May. 21, 2015
In this article we analyze moviemaking as a unique pedagogy that is used in a preservice semester in Israel program for the preparation of Israel educators: Students create their own short films about an aspect of Israeli society and/or their relationship with it. We analyze the students’ movies, together with students’ reflective papers about the process of making them, and show how this pedagogy exhibits the major characteristics of progressive constructivist education. We also show how the pedagogy enables students to grapple with difficult aspects of Israel in a personally compelling fashion.
Updated: Mar. 18, 2015
Leadership for Equity and Social Justice in Arab and Jewish Schools in Israel: Leadership Trajectories and Pedagogical Praxis
The research investigated how principals in Israel’s Jewish and Arab school systems perceive and practice their role in promoting equitable education to bridge socio-economic and pedagogic gaps. It asked how Jewish and Arab principals understand the concept of social justice and what they do in order to promote social justice reality in their schools. Semi-structured interviews were conducted with 10 Arab and Jewish principals. Analysis of interviews indicated that Israeli education policy perpetuates ethnic and social gaps. The principals reported different personal trajectories that shaped their perceptions of social and described strategies used to promote social justice.
Updated: Mar. 10, 2015
DeLeT Graduates' Perceptions of the Program and Their Preparedness For Teaching : An Evaluation Report
The DeLeT program was established in 2002 in response to three decades of expansion in non - orthodox Jewish day schools. This created a demand for teachers prepared to teach in these new schools. In the 12 years since the program’s inception, DeLeT at Brandeis and HUC - JIR have prepared close to 200 teachers who are teaching across the nation in 18 states and more than 46 schools. This report focuses on how DeLeT graduates from both programs perceive their preparedness for day school teaching, as well as how they perceive the DeLeT faculty and the programs’ strengths and weaknesses. It also examines similarities and differences between the two programs and offers possible explanations for the handful of differences we identified. Such an in - depth examination of graduates’ perspectives provides valuable formative feedback to both programs.
Updated: Feb. 19, 2015
This study explores how teachers visualize their professional persona. It is based on six case studies of female teachers in Israel, who photographed themselves at work, focusing on images of ideal situations of teaching. The study explores the self-perceptions of the teachers, which led to the construction of the images, by analysis of the signs and visual information in the photographs and through interviews. Uses of body language, visual expressions of physical proximity to pupils and visual signs of gender, are related to. The notion of teaching as a practice of caring is discussed in its relation to visual feminine attributes.
Updated: Jan. 28, 2015
The Pardes Center for Jewish Educators is currently accepting applications for its three 2015 programs for Jewish educators. The Pardes Center for Jewish Educators offers the Pardes Day School Educators One and Two Year Programs and the Pardes Experiential Educators Program in Jerusalem for current and aspiring Jewish educators, integrating Jewish text study, teacher training, Israel education and personal and professional development within the open, inclusive learning community of Pardes.
Updated: Dec. 23, 2014
Yeshiva University Center for the Jewish Future (CJF) has announced that it is now accepting applications and nominations for Cohort V of its Certificate Program in Experiential Jewish Education. The Certificate Program provides outstanding in-service practitioners with tools, knowledge and skills designed to infuse their practice with deliberation and intentionality by introducing theories and models that capture the essence of Experiential Jewish Education and its impact on the formation of Jewish identity.
Updated: Dec. 10, 2014
This study presents the cases of two teachers in a Jewish supplementary school whose experiences as learners in a year-long professional development (PD) program shaped their teaching practice. The PD program, based in a theory of havruta text learning, immersed the faculty in the very pedagogy they were being encouraged to use in their teaching and gave them tools to enact it to meet their classroom learning goals
Updated: Nov. 19, 2014