Search results for: Maskit Ditza
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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
This study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system.
Updated: Aug. 24, 2014
In this article, the authors present the findings of a study conducted in the context of a national ‘contest of novices’ story writing’ in Israel (2004–2005). This study inquired into first-year teachers’ self-images, struggles, and concerns in the Israeli educational context, as discerned from the 10 selected stories. The analysis of the stories uncovered content dimensions of what the authors refer to as ‘shady corners of teaching’. These corners revolve around three interrelated themes: (1) realizing the limitation of teachers’ capacity; (2) coping with the realization that vision is incompatible with reality; and (3) struggling with the multiple voices that operate in the educational system.
Updated: Feb. 10, 2014
The current study examines teachers’ attitudes toward pedagogical changes. Teachers’ attitudes toward such changes are examined at different stages of their professional development. The participants were 520 teachers in primary schools, junior high schools, and high schools. Significant differences were found between teachers at different stages of their professional development.
Updated: Jun. 25, 2012
The study explores a possible method of facilitating and enhancing the professional development of teacher educators, by promoting professional insights through the discussion about pedagogical dilemmas. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to reflect on the supporting workshops whilst empowering the newly qualified teachers. It gave the mentors an all-important opportunity to rethink their practices and their underlying perceptions as well as their fundamental values.
Updated: Mar. 21, 2010