Search results for: Israel
Page 1/11 104 items
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn?
Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, the authors investigate the role of face threat and face management in teacher professional learning in 16 cases of video-based discussions in six school-based teacher teams. They present findings about the prevalence of face-work, which inhibits or mitigates face threat, as well as an account of various face-work strategies. They illuminate the role face-work plays in shaping opportunities for teacher learning, by analyzing in detail one video-based discussion. This linguistic ethnographic analysis suggests that face threat and face-work in video-based learning are inevitable and have the potential to both catalyze and constrain productive pedagogical discourse. The study demonstrates the critical role of face-work in video-based teacher learning, and the feasibility of investigating it.
Updated: Jun. 18, 2020
This paper focuses on the training of Arab English teachers as per the directives of the Ministry of Education, particularly the Academic Class practicum. Using both Legitimation Code Theory and Appraisal Theory, this study compares the propositional content of the practicum programme provided by a teaching college in central Israel, with the educational orientation of Muslim Arab student teachers. Results reveal a ‘code clash’ between the curricular policy and the student teachers, shedding light on ways to re-scaffold the practicum to work towards a ‘code match’.
Updated: May. 12, 2020
Glassner and Back, authors of the new book Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist, present the principles of Heutagogy approach in which let the students decide what and how to learn, with whom and from what resources. Since the success of this learning method is mostly teacher depended, they present the main two roles of the teachers in Heutagogy as motivators and facilitators. The authors suggest the COVID19 pandemic emphasizes the need to develop self-determined learners who take responsibility for their learning to enriches their knowledge, capabilities and personalities.
Updated: Apr. 30, 2020
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel. The results indicate that although research promotes their teaching and institutional leadership, they struggle to strike a balance between the three paths. Colleges do not provide support for career planning, and view teacher educators’ professional development as personal rather than as a collective institutional endeavour.
Updated: Apr. 22, 2020
Learning, Teaching and Curating: Situated Digital Experience in Museums - A free course during the 2020 Coronavirus global pandemic
MOFET International invites you to attend this free course which will help you create your own online museum to share with your students, colleagues and acquaintances. Museums are the repository of our cultural heritage and thus should become destinations to explore and learn scientific, historic and artistic themes. Students can feel and sense valuable artefacts and handmade objects that shape their lives. The main question is: How do we encourage our visitors to satisfy their curiosity in the museum? Experimental methods and their didactics are the core of this online course. We will see how all museums and heritage sites can be used as places of learning with the UNESCO Best Mobile Practice innovative technology – the Wandering Platform. The free course will begin on April 5 and will include seven synchronized meetings that will take place via the ZOOM™ platform. Notice: This is not a MOOC. As so, the number of participants is limited so hurry and sign up! Free registration ends on 02.04.2020.
Updated: Mar. 29, 2020
Teaching and Learning in the Information Age - A Free Course During the 2020 Coronavirus Global Contingency from MOFET International
With an increasing number of educational institutions shutting down campuses and shifting their learning online to try and contain the spread of coronavirus… The MOFET Institute’s International Department is reaching out to the global community of teachers and teacher trainers, which is partly in isolation or having difficulties maintaining its teaching routine due to the virus crises we are all dealing with. Accordingly, the Online Academy of the International Channel invites you to sign up for free for our online course - Teaching and Learning in the Information Age, taught by Mr. Jay Hurwitz of the MOFET Institute.
Updated: Mar. 20, 2020
Teachers’ motivations for master’s degree programs in education in Israeli teacher training institutions and the implications for government policy-making concerning those programs
The study aimed to identify teachers’ motivations to study Master of Education (M.Ed.) programs offered by teachers’ training colleges. M.Ed. degree programs have become available in Israel since 2004, with a rapid increase since then in the number of colleges offering various programs and a consequent increase in the number of graduates. M.Ed. degrees follow one of two teaching approaches: (1) top-down/transmission of knowledge (2) bottom-up transformative studies to support teachers’ professional autonomy. The study’s methodology included examining data from multiple sources: documentation concerning the academic programs, government policy statements, and surveys administered to teachers who had graduated successfully from M.Ed. programs over the past decade and are now working in the field. The authors found that after the first decade of M.Ed. courses in Israel, significantly more programs incline towards the bottom-up/transformative approach, aiming to promote individual, personal and professional development instead of adopting the transmission approach. Teachers prefer M.Ed. programs at universities that include research. Yet their motivation to study is primarily intrinsic motivation, whether they aspire to study at universities or at teachers’ training colleges. Results are pertinent for government planning of teachers’ professional development. Further study into the needs of teachers is required to endorse these conclusions.
Updated: Mar. 01, 2020
International mobility and cultural perceptions among senior teacher educators in Israel: ‘I have learned to suspend judgment’
The aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage. A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education.
Updated: Jan. 13, 2020
Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies
This research study evaluated the professional development of two groups of pre-service biology teachers during a year-long biology didactics course in two different academic institutions. Verbal and qualitative analyses of lesson transcripts were employed to characterize explicit knowledge, while content and cluster analyses of the repertory grid technique were employed to characterize tacit knowledge. The group of pre-service teachers with lower content knowledge (CK) and more teaching experience during their training was concerned with student- and teacher-centered practices. The group with higher CK and less teaching experience was concerned with high-order thinking skills and the knowledge gap between themselves and their students.
Updated: Aug. 15, 2019
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. it exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019