Search results for: Teacher training
Page 2/5 43 items
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
As a Jewish female educator, if you want to continue giving to others, you also have to invest time to receive. If you are thirsting to fill your own wellspring of advanced Torah learning, then this new weekly shiur is a must. Taught by Rabbi Avraham Edelstein, Director of Neve Yerushalayim and Ner Le’Elef, the shiur is an in-depth exploration of the Maharal’s sefer, Tiferes Yisroel, with relevant life lessons and applications to be offered by phone every Monday at 2:00 pm EST.
Updated: Nov. 23, 2016
Educator Versus Subject Matter Teacher: The Conflict Between Two Sub-Identities in Becoming a Teacher
Research literature often addresses the problems entailed in the integration of beginning teachers within the education system. Most studies emphasize the conflicts these teachers experience, especially between the personal and professional aspects of their profession. We conducted qualitative research among participants and graduates of the Program for Excellence in Teaching at a teachers’ college in Jerusalem, Israel, revealing another conflict. In determining their professional identity, beginning teachers face a dilemma between two sub-identities: the teacher as a subject matter and didactic expert and the teacher as a homeroom educator. We characterize these two sub-identities and analyze their implications for teacher training programs.
Updated: Aug. 31, 2016
‘These Are Not the Realities I Imagined’: An Inquiry into the Lost Hopes and Aspirations of Beginning Teachers
The Program for Excellence in Teaching (PET) conducted in Israel aspires towards training excellent teachers but also towards creating agents of change within the educational system. This qualitative study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. The article suggests three factors that address this disparity: the participants’ positive conception of the educational system, the isolation of the beginning teachers, and the induction process they must undergo. This article proposes various innovative recommendations for coping with this situation.
Updated: Aug. 24, 2016
In this longitudinal study, carried out over a period of 6 years, the curriculum approach of student-teachers in the fields of Jewish Studies (Bible Studies and Jewish Philosophy) was examined, from their 1st year of studies until their 6th year when they took their places as full-fledged teachers in schools. This article focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs, that differ in character and essence. The major argument in this article is that the character and essence of a formal syllabus has great influence on curriculum approaches of students preparing to become teachers, and their place in developing their own teaching program.
Updated: Aug. 10, 2016
Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study
Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N=8). In the second stage the participants (N=21) responded to a written questionnaire (Perceptions about Inclusive Education – PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures.
Updated: Jul. 13, 2016
To help increase the quality of Jewish education our young children receive, Hebrew College’s Early Childhood Institute (ECI) is expanding its offerings. ECI now offers the basic course, Child Growth and Development, a class that is required for Massachusetts Department of Early Education and Care Lead Teacher Licensure. This course is a recent addition to the ECI suite of programs comprised of the Masters of Jewish Education with a Concentration in Early Childhood Education program, Jewish Early Childhood Certificate program and professional development seminars and conferences.
Updated: Apr. 13, 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