Search results for: Israel
Page 9/12 120 items
Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education
The goal of this article is to highlight the importance of advanced studies for the professional staff working in the field of early childhood education (ECE). The program is unique in its category in the state of Israel and has been authorized by the Council for Higher Education.
Updated: Dec. 27, 2012
In this article, the authors examine how classroom management is taught in teacher education in Israel. Three questions are addressed: (1) What is the structure of programs for classroom management (site, timing, duration, number of courses, mandatory/optional)? (2) How is classroom management conceived (technical/pedagogical, individual/systemic)? (3) Does the preparation in classroom management relate to issues of cultural and ethnic diversity?
Updated: Jul. 30, 2012
Grading Styles and Disciplinary Expertise: The Mediating Role of the Teacher’s Perception of the Subject Matter
This study examines the mediatory role of the taechers' perception of the subject matter in the relation between their disciplinary expertise and their grading style. Data were collected from a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002.
Updated: Jun. 24, 2012
The purpose of this article is to examine how teacher educators in Israel perceive current practices in teacher education. The authors designed a questionnaire to determine what teacher educators consider the basic components of teacher education and what they think about teacher education as practiced in their teaching institutions. The authors also asked them to provide metaphors that describe teacher education. Based on the findings, the authors claim that teacher educators in Israel generally believe in the importance of teacher education. The metaphorical level reveals tension between what exists and what is desired, representing a more pessimistic view.
Updated: Jun. 19, 2012
In this article, the authors suggest a third conceptual model, identity literacy, to understand the essence of literacy. This model is based in developmental psychology’s concept of identity. Qualitative methodology was used to explore teachers’ ideas regarding teaching texts. Three themes regarding teachers’ ideas on the proper way to teach texts emerged from the analysis: Good textual study is potentially personally meaningful; good teaching accentuates the potential of texts to trigger identity processes in the reader; and for students to learn to read in this manner, a particular stance toward texts needs to be taught.
Updated: May. 28, 2012
This study examines the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results show that the teachers aspire to become agents of social change in three spheres.
Updated: Feb. 08, 2012
Dual Roles – Conflicting Purposes: A Comparative Study on Perceptions on Assessment in Mentoring Relations during Practicum
This article describes a comparative study which conducted in Norway, Israel and The Netherlands to examine the perceptions of mentors and mentees the nature of assessment in practice teaching. The participants were 74 student teachers and 52 mentors from these three countries. The authors found high agreement between mentors and students on a number of issues related to assessment in mentoring both in the nature of teaching as well in the process of mentoring. This study also found that there is a similar level of agreement in the three contexts regarding what to assess and how the assessment is done as there is about the mentoring activity.
Updated: Jan. 31, 2012
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 Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing
This study proposes that motivation and self-regulation strategies are integrated in purpose-strategies action orientations, which are constructed through a situated and dynamic meaning-making process. The study presents a case analysis of one Israeli ninth-grade female student who engaged in a writing task. The findings suggest that the situated purpose of engagement should be an integral element in conceptions of self-regulation.
Updated: Oct. 23, 2011
The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia
The purpose of this study was to test the effectiveness of VR technology in enhancing the teacher’s knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Eighty teachers of various subjects from a variety of schools in the Tel Aviv metropolitan area participated in this study. The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil’s cognitive experiences than is achieved by viewing a film about dyslexia.
Updated: Oct. 10, 2011