Teacher Education (237 items)To section archive

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An interview is one of the most widely used tools in the admission of candidates for an academic study, particularly in the applied professions. The purpose of this paper is to present a study that assesses the quality of a new interview tool for the selection of teacher-training candidates, in order to find out its added value over other selection tools in use and to justify the effort invested in it. The main findings indicate a high quality of the new tool. The usage of the tool improved the selection procedure of qualified candidates, especially borderline candidates who would be rejected if using only the matriculation and the psychometric admission tools.
Published: 2019
Updated: Jul. 31, 2019
The current study examined the case of religious students who opted to study in a secular teacher-training college despite the fact that there are religious colleges that would have suited their needs. This phenomenon is unusual because the education system in Israel is segregated and each educational sector has its own teacher-training colleges. Findings of this qualitative study indicate that the majority of participants did not wish to depart from the religious framework, but rather sought to forge reciprocal relations with the secular society and carve a space for themselves where they could express their identity, which does not entirely conform to the demands of the religious society.
Published: 2019
Updated: Jul. 31, 2019
Personalized learning seeks to increase student enthusiasm and learning by tailoring the instructional environment – what, when, how and where students learn – to address the individual needs, skills and interests of each student. We are proud that the Jewish day school field is making strides in the use of personalized learning to encourage students to take ownership of their own education while developing deep connections with one another, their teachers and other adults.
Published: 2019
Updated: Jul. 14, 2019
Lesson study is a form of professional development where a group of teachers identifies a problem of practice on which they would like to make progress in their teaching. Over an extended period of time, the teachers study the topic and plan a lesson together. One member then teaches the lesson while the others observe; the group reflects afterwards on student learning. The cycle repeats, building teachers’ professional knowledge and their shared views of pedagogy over time. In this article, we argue that lesson study is a collaborative form of practitioner research and we show how this is so by sharing an example of a lesson study cycle conducted in a synagogue school.
Published: 2019
Updated: Jul. 11, 2019