Search results for: Teacher training
Page 3/5 41 items
Official Policies and Teachers’ Tendency to Act: Exploring the Discrepancies in Teachers’ Perceptions
The aim of the study is to investigate whether there are discrepancies between teachers’ perceptions of the ‘official policies’ and their ‘tendency to act,’ based on their ethical decision-making. A qualitative analysis of 60 Israeli teachers’ questionnaires consisting of critical ethical incidents revealed multifaceted ethical dilemmas nested in categories of ‘discrepancies between official policies and teachers’ tendency to act: ‘Harm (to people, property),’ ‘parental involvement/ interference’ and ‘academic process.’
Updated: Sep. 21, 2015
The first stage of Jewish education, connected to our minds, asked the question – “What do I know?” The second stage of Jewish education, connected to our hearts, asked the question – “Am I connected to what I know?” Both stages addressed the needs of their times, and yet both came with ‘shadow-sides’. We are now ready for the next step, for the third stage of Jewish education: educating for life. Educating to make us better people.
Updated: Mar. 04, 2015
This article explores how preservice teachers can develop mentoring capacities (i.e., perspective taking, connection with students, and self - reflective opportunities on their roles as teachers) by participating in a historically - based online simulation game with middle school students. The arena for this exploration, the Jewish Court of All Time (JCAT), is a web - mediated learning platform that utilizes character play to enhance historical and cultural understanding. Through the description of three preservice teachers/mentors in JCAT, we illustrate how the preservice teachers/mentors work to support the learning of the middle school students while developing their teaching skill set. Our research explores the ways in which participation in the dual roles of character and mentor shapes the university students’ development as preservice teachers.
Updated: Feb. 19, 2015
Since the end of the summer, I’ve had the opportunity to participate in two day-long meetings dealing with Hebrew in day schools and other parts of our Jewish educational system. Both meetings, though forward-looking in their focus, reflected what seemed to be a shared sense among participants that Hebrew language learning and teaching—despite some notable bright spots—generally faces an uphill struggle in our schools. The problem is not one of lack of good curricula or pedagogic knowledge, though there certainly are concerns about finding and preparing an adequate supply of capable teachers. Rather, again and again, participants in the conversations pointed to a “crisis of confidence and commitment”: the lack of a clear sense of purpose and growing questioning from parents, students and even school leadership as to whether the time and energy devoted to teaching Hebrew could be better spent elsewhere.
Updated: Jan. 05, 2015
This study aims to characterise the unique elements of a Management Practicum Programme in teacher education and to explore how the programme enables pre-service teachers to study the school as an educational organisation as part of their development as teacher-leaders. The study was conducted in a qualitative approach. The results illustrate unique elements of the programme which allowed the pre-service teachers to study school as a dynamic and complex educational organisation. No longer class-teachers but teacher-leaders who perceive their role, their class and school in a systemic approach, leading towards pedagogical growth and preparing their pupils as value-oriented and educated graduates.
Updated: Jul. 31, 2014
Sharpening the Message: Recommendations for Improving the Effectiveness of Religious Education in Yeshiva High Schools
With the help of a fellowship generously provided by ATID, I took some time during a mid-career pause in my own work as an educator to ask two questions that I know plague other mechanchim as they have plagued me for the past few decades: How well are we accomplishing our tasks, and what can we do to improve? I determined that the current state of Modern Orthodox education – indeed of Modern Orthodoxy itself – can be described as a paradox: on the one hand, our efforts over the past few decades have been phenomenally successful, and at the same time there is so much that cries out for improvement. Both halves of that sentence are true and neither one negates the other.
Updated: Jun. 29, 2014
The Education Ministry and Wikipedia are joining forces to enable Israeli pupils to fill in missing information on the online encyclopedia’s site. Israeli Education Minister, Shai Piron, and Jan-Bart de Vreede, chairman of the Wikimedia Foundation Board of Trustees, have agreed on a collaborative program to train history, geography and science teachers to guide their students in editing and adding to Wikipedia articles. This agreement marks the first systematic collaboration between an education system and the Wikimedia movement.
Updated: Jun. 18, 2014
Education Minister Shai Piron along with British Secretary of State for Education Michael Gove signed an agreement in the Knesset on Tuesday for increased collaboration in the field of English studies. The agreement calls for collaboration between the two countries in the implementation of a national plan developed by the British Council aimed at improving the professionalism and English language skills of hundreds of Israeli teachers.
Updated: Jan. 01, 2014
I attribute my strides in yoga to a particular teaching style. Enter a yoga studio for your first class and you will not see a desk, book, or whiteboard. Your tools are a mat, blocks, and a blanket. When class starts you engage in the “practice” of yoga. We need to “practice” or “do” Judaism with our learners in the same way that they put their hands to piano keys to learn music, dribble on the basketball court to become athletes, or dissect a frog as young biologists. How is it that the same kid who struggles to recite the Amidah prayer can shine on the basketball court and recall statistics for players and games? Of course, part of it is motivation. I am self-motivated to take on yoga. Still, we spend a lot of time with kids on mastering the Amidah. How can we be more successful?
Updated: Oct. 30, 2013
Working together over the last decade, a group of neuroscientists, psychologists, and educators, launched the field of neuroeducation, which explores interactions between biological processes and education. As I delved into the field through a Jewish lens, I discovered that the teachings of our rabbinic sages have much in common with those of today’s neuroeducators! Here are some examples.
Updated: Oct. 30, 2013