Search results for: Israel
Page 10/13 122 items
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
The purpose of this article is to make a contribution to the neglected area of study of mentor training by presenting some examples of innovative practical techniques designed to link theory with practice. The authors' experiences suggest that mentoring presents an opportunity to reevaluate teaching practices in collaboration with a mentee, as well as within a supportive community of fellow mentor teachers, thereby contributing to ongoing learning and development.
Updated: Jul. 17, 2011
This paper describes aspects of research relating to the influences of mentoring on the teaching and learning of academic literacy. This multiple case study, based on the principles of grounded theory, describes five cases. Analysis of each case study separately revealed six facets of academic literacy mentoring at the college.
Updated: Jul. 05, 2011
This article focuses on new teachers’ satisfaction with their first year of teaching from the perspective of socialization. The study examined the relationship between satisfaction with socialization and teacher background, school environment, placement, and induction variables. The participants were 243 Israeli beginning teachers who answered a questionnaire. Support from mentors and school colleagues had the greatest impact on new teachers’ assimilation.
Updated: Apr. 14, 2011
The current study presents perceptions of student teachers during their internship period, regarding various aspects of teaching and components of the teacher education program they were about to complete. The findings are based on structured questionnaires and an open question. The findings can illuminate the relationship between the teacher education program and the teacher's professional world. In addition, the study reveals the world of the novice teacher, including self-efficacy in teaching, content and pedagogical knowledge, and motivation to engage in teaching as a profession.
Updated: Apr. 12, 2011
The current article is a re-analysis of three self-studies conducted by three sub-groups of the Active Collaborative Education team. These self-studies were originally presented at the Seventh International Conference on Self-Study of Teacher Education Practices in 2008. Revisiting and retelling these stories for the purpose of this article highlighted surfaced three concepts: territory, the expert as novice, and de-idealization. These concepts then led the authors to identify the three dimensions of territory, knowledge, and values.
Updated: Feb. 21, 2011
This article describes the results of a case study which worked with 80 lecturers drawn from Israeli teachers' colleges. The lecturers reported that they face relatively few discipline problems. The lecturers treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers' misconduct could have been used by their lecturers as excellent raw material to analyse the conditions in which problems are likely to occur in the school classroom. The lack of transference from the college setting to the student teachers' experience in the classroom is discussed.
Updated: Sep. 27, 2010
This two-year research study examined the usefulness of the induction programme for newly recruited teachers in Bedouin schools in the Negev as a unique environment and home for the Bedouin. The results indicate that local teachers value the contribution of the components of the induction programme better than the non-locals and males more than females.In general, the inductees highly valued the contribution of the mentor in the three fields; however, the local new teachers valued the contribution of the mentor more than the non-local ones.
Updated: Sep. 19, 2010
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies
This study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system. These perspectives were examined from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. The findings reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language.
Updated: Aug. 03, 2010