Search results for: Israel
Page 1/13 121 items
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
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: implications for teacher education
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations and contextual features of Israeli-Arab society such as collectivism and face-keeping direct how decisions are made and limit the work of the actors involved. The study provides insights into how principals exercise their power to attain what they interpret as teacher quality while evaluating teachers, and how the latter interpret such power relations in their local contexts. It also suggests the need for substantive groundwork in preparing prospective teachers for the high-stakes teacher evaluation processes that characterise the Israeli-Arab education system and the efforts to maintain teacher quality.
Updated: Nov. 02, 2021
Leading a Professional Learning Community for teacher educators: inquiry into college principals’ motives and challenges
The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The discussion provides an interpretation of these two journeys in accordance with both social-cognitive and social-classification theories. It examines the findings in terms of three types of tensions and fears typical of PLC leaders, as reflected in the literature.
Updated: Sep. 15, 2021
Teacher learning in communities of practice: The affordances of co-planning for novice and veteran teachers' learning
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between veterans and novices may constrain the group's reflective inquiry and, consequently, its learning. In this case-study, the authors explore the dynamics between veteran and novice science teachers in a purposefully sampled case of three teachers engaged in collaborative planning in a professional development community. They examine the implications of these dynamics for the group's reflective inquiry, using linguistic ethnographic micro-analytic methods to analyze audio- and video-recordings of the planning session. The findings demonstrate how in a collaborative planning context, legitimate peripheral participation is afforded, thereby mitigating face threats and supporting learning for both novice and veteran teachers. The study highlights the unique affordances of collaborative planning for science teachers' reflective inquiry, advancing our understanding of the social dimension of teacher learning. This study contributes to the fields of teacher learning in CoPs and teacher planning.
Updated: Aug. 01, 2021
First steps in a second career: characteristics of the transition to the teaching profession among novice teachers
The main purpose of the present study was to illuminate the factors that enhance or inhibit job satisfaction among second-career teachers (SCTs) in their initial period at school. Data was gathered from questionnaires filled out by 80 novice SCTs and a comparable group of 82 First-Career Teachers (FCTs). Personal interviews were conducted with eight SCTs. The findings show that the most powerful predictor of high job satisfaction among SCTs is the availability of support whereas the most powerful predictor among FCTs is workload. The qualitative analysis suggests that experience acquired by SCTs before they start teaching provides a repertoire of helpful strategies, thus improving their ability to cope with stressful experiences. The findings support the trend to advocate teaching as a second career for experienced professionals.
Updated: May. 13, 2021
The current study aimed to examine the perceptions of primary school teachers in different periods of their professional life regarding what constitutes professional development and their experiences with reformed professional development courses. Teachers (N = 45) were enrolled in the study from three professional life periods (entry-level, advanced, and expert) as defined by the Israeli Ministry of Education, largely on the basis of years of teaching experience. Their perceptions were examined in semi-structured interviews. Teachers in all periods of their professional life seek to learn material that they can apply in teaching, student learning, or assessment contexts in their schools and classroom. Entry-level teachers overwhelmingly desire to pursue professional learning goals that extend beyond the current focus on classroom competence. Entry-level and advanced teachers express a preference to learn in workshops, which offer participatory learning experiences. For expert teachers in Israel, consideration should be given to removing the compulsory nature of formal professional development, while enabling them to pursue courses beyond their discipline and according to their interests. All three groups suggest that course content should be better mapped to teachers’ needs. These findings are consistent with the life phase model of teachers’ professional development.
Updated: Apr. 20, 2021
The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences. The main contributions of this study are: understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.
Updated: Apr. 12, 2021
Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis
Policy documents from OECD and UNESCO have been stressing the need to prepare students for what has been termed a VUCA (volatile, uncertain, complex, ambiguous) world. They emphasise social-emotional competencies as necessary for coping with such conditions. This qualitative research frames the COVID-19 outbreak as an extreme case of VUCA that grants the opportunity to examine whether our teacher preparation curriculum provides teacher students with these social-emotional competencies that they are expected to model and are necessary for coping with such circumstances. Fifty-four student teachers and 24 teacher educators responded to open-ended questionnaires, and 16 semi-structured interviews with teacher educators were analysed based on grounded theory. Results demonstrate that our student teachers struggle substantially with VUCA circumstances and do not seem to receive sufficient preparation in the domain of social-emotional competencies. These troubling findings serve as a wake-up call to increase a social-emotional orientation in teacher education curriculum.
Updated: Apr. 11, 2021
Teacher education is a leading issue in education research, and creativity has been targeted as an important goal in teacher education. This study investigated little-c creativity in first-year preservice teacher candidates, as manifested in their yearlong fieldwork. It was designed as a qualitative empirical study. Three major themes related to the candidates’ creativity and the components that fostered it were revealed. The first was the process the candidates underwent to construct and implement their initiatives; the second was related to the process that the candidates underwent as they transitioned from feelings of chaos to creativity; and the third was the candidates’ interpersonal relationships. The authors conclude that preservice teacher education should provide unique experiences that foster creativity.
Updated: Mar. 15, 2021
As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, the authors focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers’ social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers’ narratives to understanding the notion of social justice, and its significant implications for teacher education.
Updated: Dec. 29, 2020