Teacher Education (259 items)To section archive
Running for an academic degree: ultra-Orthodox women studying physical education at a non-religious college
The continuous trend of ultra-Orthodox (‘Haredi’) women enrolling in higher education institutions has not been widely investigated. The current study explored their reasons for pursuing an academic degree, their radical choice of physical education (PE) as a career, as well as their experiences and reflections on this process. Eighteen Israeli ultra-Orthodox female students aged 21–41 participated in the study.
Updated: Aug. 01, 2021
This week CASJE (Collaborative for Applied Studies in Jewish Education) begins to release findings from its Career Trajectories of Jewish Educators Study. The study, funded by the William Davidson Foundation and the Jim Joseph Foundation, was designed to provide useable knowledge about the recruitment, retention and development of Jewish educators.
Updated: Aug. 01, 2021
Encouraging and Discouraging Factors in the Decision to Become an Israeli Leader in Religious Schools: Implications for Reforming Bureaucratic Mandates of the Ministry of Education
This mixed methodology study explored the reasons that teachers in Israel are motivated to become school leaders, and the relative importance of the different discouraging factors that worked against such interest. A cross-national Israeli survey included 39 individual interviews, 2 focus groups of 25 teachers each, and a questionnaire completed by 149 teachers working in Jewish schools. Findings indicate a sense of mission and personal challenge motivated our sample. The most significant discouraging factor was the perceived inability to circumvent bureaucratic constraints imposed by the Ministry of Education. Implications and reform efforts for reducing bureaucratic constraints upon school leaders are discussed.
Updated: May. 25, 2021
The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences. The main contributions of this study are: understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.
Updated: Apr. 13, 2021