In-Service Training (267 items)To section archive
At Ayeka, we believe that Jewish education must be broadened to engage the whole student in his or her uniqueness: mind, body, heart, and imagination. Only when students personally connect with the material will they find it truly meaningful. We partner with six day schools of different denominations across the country to train teachers in our unique pedagogy of Soulful Education. Our goal is to nurture the inner lives of the teachers themselves and to provide them with the tools to personally, emotionally, and spiritually engage their students. As we near the end of year one, we have successes, challenges, and questions to share.
Updated: Jul. 17, 2019
Relational Learning as a Foundation for Professional Development in Technology Integration for Jewish Educators
This study explores how the relationships between congregational school Jewish educators built during ongoing havruta (partner-based) text study can carry over into a professional relationship that is aimed toward learning to integrate technology. Participants cited multiple relational contexts as prominently supporting both text and technology learning.These relational building blocks formed a foundation for a rich, supportive community of Jewish educator-learners expanding pedagogy to include new technologies.
Updated: Jul. 11, 2019
The purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools. In-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four Israel educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.
Updated: Jun. 20, 2019
This study examined Communities of Practice (CoPs) composed of senior teacher educators. Our goals were: (1) to identify factors that contribute to or hinder the success of CoPs, (2) to consider the characteristics that help CoP coordinators be effective leaders. The research used qualitative data-collection and analysis. It targeted inter-organizational CoPs supported by the MOFET Institute in Israel, interviewing 23 participants and 12 coordinators of 13 different CoPs.
Updated: Jun. 05, 2019