Search results for: Preservice teachers
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In this study, we examined how student teachers in their first year of a teacher education program develop insights of their ideal school and desired teaching by designing a model of a school that incorporated ideological, pedagogical, physical, and interpersonal aspects. Twenty projects of ideal schools were analyzed. The findings reveal that student teachers at their initial stages of teacher education, when exposed to dissonances at the boundary between different social worlds, can develop complex understanding if they are provided with contexts that allow such spaces. We conclude that teacher educators can exploit incidents of conflict and friction as learning opportunities and thus enhance deeper learning.
Updated: Dec. 22, 2015
Teaching Approaches of Beginning Teachers for Jewish Studies in Israeli Mamlachti Schools: A Case Study of a Jewish Education Teachers’ Training Program for Outstanding Students
This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers’ training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in secular pupils’ attitudes toward Jewish subjects. We found a high incidence of teaching using positivistic approaches of knowledge transmission and the teachers adopted a particular teaching approach early into their training program that they continue to employ. Can teaching oriented in the transmission of central cultural value knowledge, with pupils as passive receptacles, create a meaningful encounter?
Updated: Oct. 07, 2015
Reflective journaling is frequently employed to help preservice educators make sense of fieldwork experiences. Analyzing the weekly journals of eight preservice educators, I offer conceptual language to describe how journal writing provides a window into students’ capacity for reflection. This capacity is described in terms of three continua: self-awareness, sophistication of reflective writing style, and relationship of reflection to action.
Updated: Apr. 30, 2014