Search results for: Israel
Page 7/13 128 items
An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors’ Attitudes
This study examined aspects of mentor recruitment in relationship to the content and logistics of mentoring, mentors’ feelings of role conflict, satisfaction from mentoring, and their attitudes towards the need for matching mentors and new teachers. The results revealed that aspects of mentor recruitment were found to influence both mentoring dynamics and mentors’ attitudes and satisfaction.
Updated: Jul. 11, 2016
The study explores the educational potential embedded in the question-asking strategy as a key mentoring resource when used between an experienced teacher educator and a novice teacher for the professional development of both. The findings reveal that the process of a reflective dialog through asking questions led to deeper analysis by the mentor and novice and effected a change in the paradigm of the novice–mentor relationship. This self-study serves as an example of a teacher educator’s readiness to examine more closely her own mentoring style and its effects on the novice, and to better understand the contribution of a reflective dialog to the professional growth of both novice and mentor teacher.
Updated: Jun. 26, 2016
Caring Relationships in School Staff: Exploring the Link between Compassion and Teacher Work Engagement
In this article, the authors used a moderated-mediation model to examine the direct and indirect effects of compassion and teacher work outcomes such as emotional vigor, burnout, organizational commitment, and job satisfaction. This study demonstrates that everyday acts of compassion generate feelings that seep into individuals’ attitudes and outcomes. The findings revealed that expressions of compassion toward teachers to be positively associated with key teacher work outcomes including emotional vigor, organizational commitment, and job satisfaction, and negatively associated with teacher burnout. Furthermore, the findings indicate that compassion may serve a major role in teachers’ coping abilities with student-misbehavior stress.
Updated: Jun. 23, 2016
In this article, the author argues that we live in a postmodern world in which the pace of the change accelerates daily. The Western world experiences a“crisis of education', in which schools become more irrelevant than ever to real life and teachers lose their authority and influence on the children's lives. This crisis should be addressed by a responsible professional educator, who questions the moral basis of the society and suggests that solidarity and communality are no less significant than individuality, privatization and competition. The author had initiated a teacher education program whose aim is to promote this vision in prospective teachers. ACE [Active-Collaborative-Education] is a teacher education program for post-graduate students conducted in Kaye Academic College of Education in Beer-Sheva.
Updated: Jun. 20, 2016
Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community
This study explores patterns of professional development or non-development among novice and experienced teacher educators in a professional development community (PDC) focused on the infusion of thinking into college courses. The findings revealed three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group. The authors conclude that these findings emphasize the importance of teacher educators’ years of experience, attitude towards inquiry, and self-perception of expertise as critical determinants of successful educational reform.
Updated: May. 23, 2016
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