Search results for: Israel
Page 3/12 112 items
Opportunities for Learning Given to Prospective Mathematics Teachers: Between Ritual and Explorative Instruction
This study aimed to examine how certain underlying assumptions about mathematical learning, as reflected in a teacher educator’s discourse in whole-classroom discussions, align with opportunities to mathematize either ritually or exploratively. The authors argue that the findings showed that at the surface level, the instruction in the class seemed to align with ‘‘explorative’’ goals. The authors also argue that the instruction, however, was more aligned with ‘‘ritual’’ goals that are concerned with producing narratives about people, not about mathematics.
Updated: Nov. 18, 2018
This study examines preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. The authors found that promoting preschool teachers’ knowledge of appropriate mathematical tasks is interrelated with promoting their knowledge of students. The findings reveal that that teachers’ estimates of their students’ abilities increased as a result of participating in the program. The authors also saw that teachers’ improved the accuracy of their estimations related to students’ abilities to perform number-related tasks.
Updated: Apr. 22, 2018
‘I Owe to My Tutor Much of My Professional Development’: Looking at the Benefits of Tutoring as Perceived by the Tutees
This article presents a model of professional development that involves tutoring/mentoring. It also focuses on the interaction between tutor and tutee as perceived by the tutees. The study also found that tutees noted the required characteristics of a tutor. Furthermore, the authors identified three groups of elements regarding tutor's role as the most beneficial to the participants’ professional development, namely: modelling; usage of reflective methods; and bridging between the individual and the group. Finally, the participants in the study related to two central elements in tutors' work: professional and interpersonal.
Updated: Feb. 21, 2018
This research aimed to examine the profiles of the candidates who had applied to the alternative retraining programs at the selected college. The study then would compare them with those candidates who had been accepted onto the traditional programs. The authors found that the alternative programs attracted students with an academic and personal profile different from the one that characterizes students in the traditional teacher retraining programs. In all three alternative programs, the number of students with advanced postgraduate degrees was significantly higher than the number of students with advanced degrees in the traditional programs.
Updated: Sep. 26, 2017
Two facts should be considered by those concerned with the teaching workforce in Israel. The first is that the profession does not attract 'the best and the brightest' needed for education in the 21st century and that for many applicants it is a default option. The second is that rapid changes in the employment market force many workers to abandon one type of work for another. The challenge is to recruit them and then properly train them in both pre-service education and continuous professional development, while creating conditions to insure their retention in the system. In this context the accelerated programs have been found to make a positive contribution. In Israel alternative teacher training programs for retired army personnel are well-known as is the recommendation of the Dovrat committee (2005) to allow graduates with B.A. degrees to enter teaching before obtaining a teaching license.
Updated: Sep. 13, 2017
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Updated: Aug. 16, 2017
The author describes two special education schools in Tel Aviv, Israel, whose students are on the autistic spectrum, where the head of the induction team (the author) and the principals of the schools resolved to bolster the continuity between the theoretical college studies and the beginning teachers' work with the students on the ASD continuum. Instead of holding a general induction workshop in college that accompanied the trainee in his/her first steps in the schools, the arena was transferred to the school itself, thereby creating a partnership with the school, with the local authority, and with the policy makers. The workshops provided the teachers who teach this population with professional support and empowerment and met their specific needs.
Updated: Aug. 01, 2017
The Professional Developmental Needs of Higher Education-based Teacher Educators: An International Comparative Needs Analysis
The purpose of this international and comparative study is to examine what professional learning activities teacher educators value and what factors affect their participation in these activities. The findings reveal that two types of teacher educators’ professional learning needs arise from the data: (i) those involving the development of educational capacities related to their day-to-day remit as a teacher educator and (ii) those required for progressing an academic career, with research and writing skills being the most salient. Furthermore, this study emphasises the ways in which teacher educators, as both teachers and researchers, want to be part of a collaborative community where they can feel supported, listened to, and share their practices and experiences.
Updated: Jun. 21, 2017
The possibilities of reducing the danger of burnout can be based on regarding the professional self-efficacy crisis as the basis for understanding the burnout process, and will be presented below. 1. The school's organizational sphere. In this context, it is possible to operate on two complementary planes: (1) the establishment of collegial support groups, and (2) the nurturing of a supportive environment. 2. The task component and the teacher's professional performance. 3. Cultivating teaching styles that seek to target pupils' problems. 4. Stress management.
Updated: Jun. 19, 2017
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Updated: May. 28, 2017