Search results for: Novice teachers
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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
'We Continue As Teachers': Success Events Perceived As Meaningful by Teachers and Encourage Them to Persevere in Teaching
This paper presents success events which were perceived as meaningful by novice teachers and which encouraged them to continue teaching and persevere in the education system. The study was conducted according to the qualitative research method and the research population consisted of 36 novice teachers who studied in an Israeli academic college of education. The study was based on written accounts, which were content analysed as is customary in qualitative research.
Updated: Mar. 09, 2016
After 10 successful years in Israel, Pardes Institute is excited to offer the Summer Curriculum Workshop for Novice Teachers in the US for the first time. The workshop is a highly-subsidized one-week professional development program for Judaic Studies teachers who teach grades 4-12 in North American Jewish day schools and who have been teaching for no more than four years. It will be held at The Pearstone Retreat Center, in Baltimore, Maryland on June 28 - July 5, 2013.
Updated: Feb. 26, 2013
The Pardes Summer Curriculum Workshop is aimed at new Judaic Studies teachers of grades 4-12, combining professional development with Judaic learning in Jerusalem. The cost of tuition, housing, and most meals is provided by grants and contributions. It is open to Judaic Studies teachers in North American day schools, who have been teaching for one to five years who will continue to do so in the coming school year.
Updated: Jan. 04, 2011
The Pardes Summer Curriculum Workshop is aimed at new Judaic Studies teachers of grades 4-12, combining professional development with Judaic learning in Jerusalem. The cost of tuition, housing, and most meals is provided by grants and contributions. It is open to Judaic Studies teachers in North American day schools, who have been teaching for one to five years.
Updated: Feb. 26, 2009
Aimed at new (1-5 years) Judaic Studies teachers of grades 4-12, this program scheduled for July 15th- 29th, 2008, combines professional development with Judaic learning in Jerusalem. The program has tracks for teachers of upper elementary, middle, and high school classes in Community, Reform, Conservative, or Orthodox day schools
Updated: May. 13, 2008