Search results for: Teacher training
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The Pardes Institute of Jewish Studies (www.pardes.org.il) and Hebrew College (www.hebrewcollege.edu) announced a new joint program to train outstanding students as combined rabbi-day school educators. Set to launch fall 2019, a new track of the Pardes Day School Educators Program (PEP) will host talented students in a vibrant and innovative six-year program. The program will include a two-year teacher training program in Jerusalem with a Master in Jewish Education from Hebrew College, followed by four years in Hebrew College Rabbinical School.
Updated: Feb. 13, 2019
The Institute for Jewish Ideas and Ideals and the Sephardic Educational Center have launched a joint program, "The Sephardic Initiative." This initiative will include teacher training, publications, online resources and more. We invite educators in Jewish Day Schools, elementary through high school, to register in our Resources for Educators program. https://www.jewishideas.org/resources-educators
Updated: Dec. 05, 2018
The Mandel Teacher Educator Institute (MTEI), now in its 23rd year. is a program that strengthens the Jewish community by developing educational leaders – “teachers of teachers” – who are spearheading powerful and innovative professional development experiences for their institutions and communities. We believe that ongoing, substantive professional development for educational leaders and teachers is central to revitalizing Jewish education. MTEI’s intensive two-year program that consists of six, 4-day seminars with assignments in the field between meetings, practicing havruta text study, investigating teaching and learning practices in small and large groups, learning skills of communication and relational learning for leaders is a building block toward this goal.
Updated: Sep. 03, 2018
The Blended Learning MA program specializing in Jewish Education, offered by the Seymour Fox School of Education through the Melton Centre for Jewish Education, is currently registering students for its fourth cohort. The program is designed for those seeking to learn about the challenges and opportunities of Jewish education in the 21st Century at a level that goes beyond the everyday problems of the educator.
Updated: Jul. 29, 2018
Career Choice Among Academically Excellent Students: Choosing Teaching Career as a Corrective Experience
The present study examined implicit motivations of academically excellent students' choice of teaching careers rather than more prestigious occupations. Open, in-depth interviews were conducted with twelve students. Findings indicate that choosing a career in teaching served as a corrective experience for painful past experiences, and revealed four types of implicit motivations: (1) The experience of helplessness and the need to strengthen the sense of self-efficacy (2) The search for interpersonal boundaries as markers of identity (3) The need to belong: Warmth, caring, and individual attention and (4) Compensation for an unjust and humiliating experience in childhood.
Updated: Jun. 28, 2018
GSEHD Invites Educators to Apply To Its Master's in Curriculum & Instruction With a New, Full-Time Concentration In Jewish Education
The Graduate School of Education and Human Development at the George Washington University is now accepting applications for its Master's in Curriculum & Instruction with a new concentration in Jewish education. The first cohort for this 12-month, 30-credit program on the Foggy Bottom campus in Washington, DC will begin in Summer 2019.
Updated: May. 30, 2018
The Pardes Institute of Jewish Studies and Yeshivat Chovevei Torah Join Forces to Train Rabbi-Educators
The Pardes Center for Jewish Educators and Yeshivat Chovevei Torah announced the launch of a new and exciting collaboration. Beginning in fall 2018, the two institutions will join forces to begin training outstanding rabbis who are passionate about Jewish education.
Updated: Feb. 28, 2018
Recently there has been a growing interest in ways in which Emotional Intelligence (EI) can be enhanced among teachers. However, although it has been noted that effective teaching requires high levels of EI, little is known about effective methods to develop teachers' EI. The current qualitative study followed a two year EI development training for 21 teachers in one school in Israel. The training included workshops and personal EI sessions for teachers, led by an external team of EI experts. The training was based on the Bar-On model of EI which includes five main scales: intrapersonal, interpersonal, adaptability, stress-management, general mood and 15 competencies within it (Bar-On, 1997)
Updated: Feb. 13, 2018
Personal Blogs or Communal Blogs? - Pre-Service Teachers' Perceptions Regarding the Contribution of These Two Platforms to their Professional Development
Although educational blogging is not a new phenomenon, the use of blogs in teacher education in Israel is still in its early stages. In line with the above-mentioned study aims, which focused on exploring the pre-service teachers' perceived usefulness of blogs in their professional development and training, the following two research questions were examined: What are the perceptions of pre-service teachers regarding the contribution of personal blogs and communal blogs to their professional development? Which platform do pre-service teachers prefer: the personal blog or the communal blog? and why?
Updated: Feb. 13, 2018
Moore (2012) has shown that many teachers hesitate to discuss controversial topics, and several studies have shown that such discussions are seldom held. Bekerman (2016) pointed to teachers' status within the sociopolitical context, e.g., Israeli teachers' lack of agency within the context of the nation-state. The difficulty teachers face around controversial topics is an important issue for teacher training worldwide and particularly in Israel. In this study, we explored high school teachers’ attitudes about conducting class discussions on the relationship between Jews and Arabs in Israel. This study may afford an opportunity to examine the factors that are associated with teachers' willingness to engage in such discussions in the Israeli context and to draw general conclusions regarding teacher training and practices.
Updated: Feb. 13, 2018