Search results for: Rajuan Maureen
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This study examined what pedagogical advisors perceive as factors affecting their professional self-efficacy. The major finding is that pedagogical advisors perceive their professional autonomy as a necessary condition for the effective fulfillment of their role. Autonomy allows them to develop their potential in the intrapersonal, interpersonal and organizational domains of their work. Their sense of autonomy is based on a connection between freedom and commitment to the teaching profession.
Updated: Aug. 01, 2016
Inside and Outside the Integrated Bilingual Palestinian–Jewish Schools in Israel: Teachers’ Perceptions of Personal, Professional and Political Positioning
This study explored how teachers of the integrated bilingual Palestinian–Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. Furthermore, it was found that teachers' inside and outside positioning results in perceived conflicts.
Updated: Dec. 06, 2011
The purpose of this article is to make a contribution to the neglected area of study of mentor training by presenting some examples of innovative practical techniques designed to link theory with practice. The authors' experiences suggest that mentoring presents an opportunity to reevaluate teaching practices in collaboration with a mentee, as well as within a supportive community of fellow mentor teachers, thereby contributing to ongoing learning and development.
Updated: Jul. 17, 2011
The study described the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of 20 student teachers were described according to various kinds of teaching knowledge and skills. The data were further categorized as providing either support or challenge to student teachers' perceptions of learning to teach.
Updated: Mar. 02, 2009
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers
The article explores the similarities and differences in expectations of cooperating teachers and student teachers in the initial stage of mentor and protégé relationship. Expectations of technical and practical nature were found among members of both groups, and student teachers held more expectations for personal relationship than the cooperating teachers.
Updated: Mar. 20, 2008