Search results for: Israel
Page 6/12 112 items
Behind the Scenes of a Unique Initiative for the Program, 'Preparing former Ethiopians for Teaching'
This article describes a unique initiative in Israel for preparing former immigrants from Ethiopia to become teachers. The author, who initiated this program in her college, describes the challenges she faced. The author outlines that this program is based on merging of two streams of education for multiculturalism: particularistic education at first and pluralistic education later on.
Updated: Apr. 14, 2016
In this article, the authors examined teachers' beliefs and actions concerning the teaching of the seminar course in colleges of education in Israel. As regards the students, they examined self-efficacy, knowledge of the writing process, and the contribution of the seminar course to their writing product. The findings show the lack of a unified method of teaching the seminar course. Analysis of teachers' statements revealed six different perceptions concerning the purpose of the course. However, the common belief of most teachers stated that the seminar work affords an opportunity to combine theory and practice in the field. Results also show strong teacher involvement in the pre-writing stage, for instance, in generating ideas and motivating students to explore and write evidenced-based papers. Most teachers favor creative and reflective thinking at the expense of academic writing conventions.
Updated: Mar. 08, 2016
An Educational and Treatment Model of an Alternative to Detention for Unaccompanied Minors from Africa in Israel: The Placement of Adolescents from Eritrea and Sudan, in Residential Schools
Most of the young refugees crossing the border to Israel lack any documents. The first stage after being caught by law enforcement agencies is placement in immigrant detention centers. One of the challenges of societies and countries that are committed to the values of safeguarding human rights is to find alternatives to the detention of unaccompanied minors. The experience described herein is a rather successful model practiced in Israel whereby unaccompanied adolescents (age 14-17) are placed in residential schools called 'youth villages' as an alternative to detention.
Updated: Feb. 07, 2016
Preservice Teachers’ Capacity to Teach Self-regulated Learning: Integrating Learning from Problems and Learning from Successes
This study aimed to explore the value of systematic learning from successes (LFS) during the practicum phase in teacher preparatory programs, beyond the more traditional approach based on learning from problems (LFP). Specifically, the authors were interested to examine how preservice physics teachers may capitalize on LFS or LFP or both to actually teach students self-regulated learning (SRL). The authors conclude that results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences.
Updated: Feb. 01, 2016
The education system suffers from a tendency to be pulled in two opposing directions. On the one hand, the 21st century demands constant innovation and change as a way of life. On the other, the education system tends to eschew changes that are liable to trigger crises in its smooth organization. Today's world is based on the ideology of constant change. The education system has to present the public with constant invention and change, and all educational administrators and educators are obliged to continually present their latest innovations. Conversely, public education is the most successful revolution to have occurred in the last 300 years. Like any other successful revolution, it tends to conserve the existing situation and not rock the boat. The revolution, which began in the 17th century, is still going strong. It can be described as public education gaining control of the world.
Updated: Dec. 16, 2015
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
Teachers' In-service Training is only the Beginning of A Road: Personal and Organizational Contexts of Teachers' Continuous Professional Development
The article describes a study that explores how teachers participating in PD courses perceive the qualities and benefits of such courses, and the variables that affect these perceptions. A secondary goal of the study was to determine whether it is possible to differentiate between variables inherent in the manner in which the courses are conducted and other variables. The study findings validate the strong connection between two key compounded variables affecting outcomes of PD programs: teachers' professional and personal motivation towards the program and the relevancy of the program contents to their needs. Motivation is further enhanced through the trainee's participation in the program, thereby constituting a major leverage for reaching the PD goals and achieving beneficial outcomes.
Updated: Jun. 28, 2015
This paper describes a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course.
Updated: Jun. 08, 2015
This article aims to examine the process of critical professional identity development as it was perceived by the teacher candidates who participated in the service-learning programme. This study presents three main processes that took place in the development of a critical professional identity among teacher candidates during service-learning. These processes included the following: (1) Deconstructing stereotypes through engagement with the ‘other', (2) Coping with difficulties, dilemmas or conflicts that arise from dialogue with the ‘other', and (3) Shifting from a hegemonic professional perception to a dialogic one.
Updated: Jun. 08, 2015
Towards Post-intercultural Teacher Education: Analysing ‘Extreme’ Intercultural Dialogue to Reconstruct Interculturality
The author explores the impact of a course on ‘multicultural education’ given to a cohort of ‘local’ and international student teachers studying to become Newly Qualified Teachers. The methodology rests on the use of a documentary on ‘extreme’ intercultural dialogue that the students discussed at the end of the course. The author hypothesises that the documentary, which is often conflictual, would help him to evaluate the students’ learning and how they discuss and problematise such a case of ‘intercultural dialogue’ in education and relate it to their future practice.
Updated: Jun. 07, 2015