Search results for: Orland-Barak Lily
Page 1/1 8 items
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: implications for teacher education
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations and contextual features of Israeli-Arab society such as collectivism and face-keeping direct how decisions are made and limit the work of the actors involved. The study provides insights into how principals exercise their power to attain what they interpret as teacher quality while evaluating teachers, and how the latter interpret such power relations in their local contexts. It also suggests the need for substantive groundwork in preparing prospective teachers for the high-stakes teacher evaluation processes that characterise the Israeli-Arab education system and the efforts to maintain teacher quality.
Updated: Nov. 02, 2021
Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice
This article examines the nature of moral dilemmas mentors from three different national groups (Jewish, Druze, and Arab) encounter in their work in Israeli Arab schools. The findings suggest that in a context of political and cultural friction, such as mentoring in Arab schools in Israel, mentors from different national groups experience professionally moral dilemmas in their mentoring encounters in which personal core values such as truth, integrity, human rights, and physical well-being alongside professional values such as commitment, work ethics, and professionalism are at stake.
Updated: Mar. 06, 2017
This article reported on a study focuses on student teachers’ evaluations of a university teacher training programme in the context of a university–school partnership model. This model was integrated for the first time into the academic programme of a university teacher education department in Israel. The presented local case of a clinical, practice-driven professional programme within a research university model reflects the dual structural complexity described above, both pragmatically -in terms of allotting appropriate resources- and politically -in terms of its academic recognition. In addition, the findings of this study suggest that besides bridging theory and practice, the university coordinator functioned as a legitimate mediator between the university and the workplace.
Updated: Dec. 07, 2015
This study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system.
Updated: Aug. 24, 2014
In this article, the authors present the findings of a study conducted in the context of a national ‘contest of novices’ story writing’ in Israel (2004–2005). This study inquired into first-year teachers’ self-images, struggles, and concerns in the Israeli educational context, as discerned from the 10 selected stories. The analysis of the stories uncovered content dimensions of what the authors refer to as ‘shady corners of teaching’. These corners revolve around three interrelated themes: (1) realizing the limitation of teachers’ capacity; (2) coping with the realization that vision is incompatible with reality; and (3) struggling with the multiple voices that operate in the educational system.
Updated: Feb. 10, 2014
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies
This study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system. These perspectives were examined from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. The findings reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language.
Updated: Aug. 03, 2010
There are different communities of research practice: action research, teacher research, lesson study, self-study, participatory action research, and the scholarship of teaching. Taken together, these communities of research practice illustrate 'different local forms' grounded in ontological, epistemological, and methodological orientations to ways of knowing in practitioner inquiry. The article elaborates on two emergent themes that unpack synergies, boundaries and tensions across inquiries: practitioner inquiry as a paradigm for change, and practitioner inquiry as a practice of variety.
Updated: May. 18, 2009
When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on their Own Classroom Discourse
This article explores the impact of an innovative methods course designed around the activity of student teachers’ reflections on their own classroom discourse, for their understandings of the connections between theory and practice. It engages in a foreign language pre-service teacher education in Israel, and a larger study abroad.
Updated: Jul. 30, 2008