Search results for: Ben-Peretz Miriam
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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
This study aims at understanding teacher educators' professional development (TEPD) from the unique perspective of a group of educators who are regularly involved in planning, managing and implementing varied professional development programs for teacher educators, at the MOFET Institute in Israel. Working theories were derived from the participants' statements as to the preferable course of TEPD. These evolved around three mental images of the professionally well-developed teacher educator: the model pedagogue; the reflective, self-studying practitioner; and the developer of professional identities. These three working theories were followed by a fourth one relating to TEPD from the teacher educators' own point of view.
Updated: Mar. 21, 2010
Does teachers' negotiation of personal cases in an interactive cyber forum contribute to their professional learning?
The article describes a learning process implementing a digital forum focusing on personal cases from student teachers' experiences. The aim of the study was to explore what the students learn through classroom experience. The study included a content analysis of the learning process and revealed an initial lack of reference to theory, and an investment in personal relationships. The second analysis highlighted the difference between the two collectives of student teachers: the experienced and the inexperienced.
Updated: Mar. 04, 2008