Search results for: Kleeman Sara
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“These Rules Take All the Life Out of My Work...”: Student Teachers Confront the Demands of Academic Writing
This study investigates how master’s students who are also longtime teachers contend with the requirements of academic writing. The purpose of the study is to identify points of difficulty in order to find appropriate methods of support. To this end, the authors interviewed teachers pursuing a master’s degree at a college of education in Israel. During the interviews, the authors identified a number of patterns, including students who were used to different ways of expressing themselves and found it difficult to comply with the principles of academic writing.
Updated: Jul. 18, 2016
Teachers As Learners - Are They Self-Directed? Teaching Teachers The Meaning of Self-Directed Learning through Self-Experience
The paper will present a case study that investigates the experience of student teachers who simultaneously experience the role of the learner, who requires self-direction, and the role of the teacher, who expands his tool kit so that his students will become self-directed learners. The case study is based on an experiment conducted with students studying for a master’s degree in teaching the sciences. The analysis shows a gap between the recognition of the importance of self-direction in learning and its expression with regard to them as learners and teachers. From the analysis it emerges that most of the participants did not perceive the process of cultivating self-direction in their students as part of their role. The course directed them to a different kind of encounter with their students, and in the process, they identified difficulty in their own self-direction in the learning process.
Updated: May. 10, 2016
This study aims at understanding teacher educators' professional development (TEPD) from the unique perspective of a group of educators who are regularly involved in planning, managing and implementing varied professional development programs for teacher educators, at the MOFET Institute in Israel. Working theories were derived from the participants' statements as to the preferable course of TEPD. These evolved around three mental images of the professionally well-developed teacher educator: the model pedagogue; the reflective, self-studying practitioner; and the developer of professional identities. These three working theories were followed by a fourth one relating to TEPD from the teacher educators' own point of view.
Updated: Mar. 21, 2010