Search results for: Heimann Revital

In this article, the authors examined teachers' beliefs and actions concerning the teaching of the seminar course in colleges of education in Israel. As regards the students, they examined self-efficacy, knowledge of the writing process, and the contribution of the seminar course to their writing product. The findings show the lack of a unified method of teaching the seminar course. Analysis of teachers' statements revealed six different perceptions concerning the purpose of the course. However, the common belief of most teachers stated that the seminar work affords an opportunity to combine theory and practice in the field. Results also show strong teacher involvement in the pre-writing stage, for instance, in generating ideas and motivating students to explore and write evidenced-based papers. Most teachers favor creative and reflective thinking at the expense of academic writing conventions.