Search results for: Guberman Ainat
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Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands
This study describes higher education-based teacher educators’ professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly from schools and universities. As novices, they received some, but no formal, support. Research and teaching are the main areas for on-the-job learning. Most teacher educators have positive attitudes towards research, are active researchers and contribute to teaching. However, they believe their respective institutes are not sufficiently appreciative of teaching, given that institutes do not prioritise practice-oriented research, nor align their policies with research findings. While socially coherent and idealistic attitudes are present among teacher educators, they are predominantly responsive to institutes’ perceived individualistic and pragmatic expectations. Such expectations include contribution to their institutes’ academic status through their academic publications.
Updated: Dec. 08, 2021
The purpose of this study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland and The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices, and (iv) the inextricable link between teaching and research and, consequently, the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other.
Updated: Jul. 28, 2020
During MOFET's study day “A Corner Stone: Building Education and Teacher Education Systems in Times of Crises and Change” that took place online on June 30, 2020, we addressed the following questions: (1) What common difficulties did we face? (2) What solutions were found? (3) What sustainable changes can we make, in order to work better even in routine days? (e.g. hybrid instruction, multicultural Collaboration, reflection and professional judgment) Lecturers from England, Ireland, USA, Hong Kong, Portugal, Finland, and of course, from Israel, participated in this day of collaborative learning. They spoke about their lessons, learned as teachers, teacher educators, administrators, education ministry officials and third sector members.
Updated: Jul. 14, 2020
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel. The results indicate that although research promotes their teaching and institutional leadership, they struggle to strike a balance between the three paths. Colleges do not provide support for career planning, and view teacher educators’ professional development as personal rather than as a collective institutional endeavour.
Updated: Apr. 22, 2020
The author believes teacher education is located on the borderline of both teaching and research. In the following, the author will explain this statement, reviewing teacher educators’ vulnerabilities in each role. Finally, she will claim that this borderline position has a potential of becoming a resource for innovation. The author argues that teacher educators can be brokers of change. Located at the border between teaching, research and policymaking, they have the opportunity to be part of each profession, experiencing the other two’s perspectives, expectations and criticism.
Updated: Dec. 16, 2018
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 book Graphic texts - Literacy enhancing tools in early childhood presents the potential contribution of non-verbal graphic texts to the development of children's literacy skills in the broad sense. The book deals with five types of graphic texts: drawings, photographs, icons, maps and calendars. Each one of these is described in terms of its characteristic features and contexts of use, followed by a review of current findings concerning the development of children's comprehension and production of the text. Finally, a comprehensive account of the possible contributions of each text to children's cognitive and social development is provided, complemented by a multitude of practical examples of relevant educational activities, children's productions and research ideas.
Updated: Jun. 07, 2015