Search results for: Teacher education
Page 7/21 206 items
Last week a fascinating webinar was held with Hebrew and Jewish Studies teachers from Mexico. The webinar took place in the framework of the two-year program, 'Educator for Israel', run by the Keren Hayesod in Mexico with teachers from seven Jewish schools in the capital and directed by Meir Bonitov under the academic supervision of The MOFET Institute's International Channel.
Updated: Dec. 22, 2015
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
The PhD in Educational Studies with specialization in Jewish educational leadership, a combined program of Lesley University and Hebrew College, is designed for Jewish educators and professionals seeking to take on greater leadership responsibility in Jewish educational institutions and communal organizations. Graduates will receive a PhD in Educational Studies from Lesley University, one of the country's largest providers of graduate programs for educators, and a doctoral certificate in Jewish Educational Leadership from Hebrew College. The PhD can typically be completed in three to four years and includes 48 credits of online coursework, three 11-day summer residencies in Boston and dissertation work.
Updated: Dec. 15, 2015
About 'Journeys of Hope: Ethiopian Jews Following the Paths of Education, Academic Studies, and Success'
Dr. Esther Kalnisky of Achva College and the MOFET Institute introduces the newly published book: Journeys of Hope: Ethiopian Jews in the Paths of Education, Academic Studies, and Success by Esther Kalnisky, Shosh Millet, and Nahum Cohen all of whom have been involved in teacher education for many years, particularly in the training of students who either immigrated to Israel from Ethiopia or were born in Israel to native Ethiopian parents. The book tells the moving story of the Ethiopian Jews' journey to Israel – a journey fraught with hardships – as well as their encounter with everyday life in the new land with its dual elements of spiritual elation and disappointment.
Updated: Oct. 21, 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
In response to a sharp falloff in the number of students who “major” in mathematics in high school, Israel Minister of Education, Naftali Bennett, announced this week a new program that will significantly increase funding for math education; double the number of math teachers in schools; draft hundreds of high-tech workers to help teachers and students teach and learn math; — and incentivize students by providing photo-ops with former president Shimon Peres, who, despite his 91 years, feels strong enough about the project to come out of retirement and help out.
Updated: Sep. 16, 2015
The Humanistic Education in a Unique Pre - Service Teacher Education Program for Ethiopian Immigrants: A Foundation for Bridging Gaps
The unique pre - service teacher education programme for Ethiopian immigrants, operated at a Teacher Education College, encompasses two main approaches to value - oriented education, the pluralistic and particularistic approaches. The programme constitutes a challenging ladder which can reduce the educational, social, cultural, instructional and professional gap of Ethiopians in Israel. This paper presents the humanistic theory perception and displays its characteristics in the unique programme. In order to demonstrate the humanistic education principles in the unique programme, the interviews and documents which accompanied the programme were content analysed.
Updated: Aug. 20, 2015
Rabbi Prof. Neria Guttel – President, “Orot Israel” Academic College of Education, shares his reflections on the desired relationship between the eminent teacher and the educational researcher. He examines the words of Kohelet (Ecclesiastes), and the interpretations of traditional commentators in formulating his own view of the paradigm of the Teacher-Researcher.
Updated: Aug. 04, 2015
Gratz College Announces 3rd Cohort in Master’s Fellowships in Jewish Education, Nonprofit Management and Jewish Communal Service
Gratz College is delighted to announce the creation of 14 new fellowships: seven for the M.A. in Jewish Education and seven for the M.S. in Nonprofit Management for Faith-based Organizations and the M.A. in Jewish Communal Service. This is the third cohort of the successful Gratz College Midcareer Fellowship program which was first launched in 2013.
Updated: Jul. 30, 2015
Jewish day schools take on a wide range of goals, often beyond the scope of traditional programs. Schools must have academically strong secular and Judaic studies programs, but they must also instill a sense of spirit and commitment to Jewish beliefs, values, and people. This article provides a concise and clear description of Elliot Eisner’s Educational Connoisseurship and Criticism qualitative research model and how its use can provide valuable information for Jewish day school researchers and educators as they try to understand these complex learning environments. Through the use of examples, the article outlines Eisner’s five dimensions of educational settings: intentional, curricular, pedagogical, structural, and evaluative
Updated: Jul. 22, 2015