Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
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206 items
81
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.
Published: 2014
Updated: Dec. 23, 2014
82
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.
Published: 2014
Updated: Dec. 10, 2014
83
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
Published: 2014
Updated: Nov. 19, 2014
84
Part of a four-part series funded by the Rothschild Foundation (Hanadiv) Europe that looks at Jewish life in east-central Europe since the collapse of communism, the Ukraine report calls for the development of a common organisational framework to bring together the various Jewish communities throughout the country; support from international foundations to enable the Jewish community to become less dependent on external sources of financial support; and a more inclusive policy on Jewish status issues given the high levels of intermarriage in the country.
Published: 2014
Updated: Nov. 12, 2014
85
Instead of Dividing Classrooms by Half, Israel Education Ministry Moves to Double Teachers Per Class
The Israel Education Ministry is devising another reform in the wake of the “sardine protest” against crowded conditions in the classrooms. According to the new plan, students in their third year of teacher training would join veteran teachers in the classroom and run them jointly, thereby lowering the number of students per teacher without a need for opening new classrooms, a complex, expensive proposition.
Published: 2014
Updated: Oct. 22, 2014
86
Teacher retention and effectiveness stem from a clear vision of good teaching, strong alignment between coursework and field experiences, a focus on subject matter preparation, and a year-long internship. That view is supported by a new report from the Mandel Center for Studies in Jewish Education and funded by the Jim Joseph Foundation, which finds that graduates of the DeLeT (Day School Leadership Through Teaching) Program at Brandeis University and Hebrew Union College-Jewish Institute of Religion feel well prepared for their responsibilities as day school teachers.
Published: 2014
Updated: Oct. 22, 2014
87
In 2011, thanks to the generosity of the Jim Joseph Foundation whose support commenced our five year Experiential Learning Initiative, The Davidson School of JTS launched a new program: a specialized cohort of graduate students who concentrated on the study, experiences and training of Experiential Jewish Education on a much grander scale. These thirty-four brave souls over the three cohorts of our two-year Experiential MA were, essentially, our guinea-pigs, our participants in our grand experiment.
Published: 2014
Updated: Oct. 22, 2014
88
This article discusses the research we have and the research we need in both general and Jewish teacher education. First, the author discusses three recent efforts to synthesize and assess existing research in teacher education and to identify needed research. Next, she reviews a handful of recent studies in Jewish teacher education, which illustrate various research genres and provide a taste of what more coordinated studies could generate in the way of usable knowledge. She concludes by proposing three programs of research on the education of Jewish educators.
Published: 2014
Updated: Sep. 18, 2014
89
By examining writing about Israel education since the founding of the State, this paper highlights three questions that have surfaced repeatedly in Jewish educational discourse: What is the purpose of teaching American Jews about Israel? Who is best equipped to teach American Jews about Israel? How can Israel education foster positive identification with Israel without whitewashing over the imperfections of the Jewish State? By exploring how each question has manifested in Jewish education, it examines why—for very different reasons—these questions have endured over time, and considers what it might take to arrive at lasting conclusions about them.
Published: 2014
Updated: Sep. 18, 2014
90
Sixteen Jewish Early Childhood Educators from around the country had just completed the fifteen-month Jewish Early Childhood Education Leadership Institute (JECELI). We had engaged in intensive Jewish learning, inquiry and reflective practice, leadership development, and community building. The new task before us was to continue this meaningful experience by not only sharing our learning with our host institutions but also by deepening and strengthening the connections we had already formed. We were determined to continue our relationships, our community and our learning. We decided we would create for ourselves a COP (community of practice) among this tightly established group of educators that had formed in JECELI.
Published: 2014
Updated: Jul. 16, 2014