Search results for: Israel
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We are sending you our last newsletter with some of the recent articles published in academic journals focusing on teacher education and professional development of teachers. At the end of fourteen years of fruitful and blessed activity, the MOFET Institute has decided to suspend the activity of the International Portal of Teacher Education, and as of September 1, 2022, it will no longer be updated. This decision was not an easy one as MOFET realizes the value of the portal for teacher educators around the world. Nevertheless, the MOFET Institute has undergone a reorganization process over the last period, involving decisions about the channels of activity on which it will focus and specialize in the coming years. As part of this process, MOFET has decided to focus on other areas of teacher training, professional development, and research. We thank our loyal readers and subscribers for their support, guidance, advice, comments and feedback throughout the years. We especially thank the many researchers, educators and administrators that have shared the fruits of their labor with our community in their articles published in the portal. For the foreseeable future, the corpus of the portal along with its search capabilities will remain online for the further use of the global teacher's community. For now, Farewell, The Portal Team
Updated: Aug. 11, 2022
The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education
This study aims to identify the factors that explain undergraduate students’ adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students’ adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.
Updated: Jul. 26, 2022
The Contribution of Professional Learning Community of Pedagogical Instructors, Training Teachers and Teaching Students within a Clinical Model for Teacher Education to Their Professional Development
The purpose of the present study is to examine the contribution of a professional learning community of pedagogical instructors, training teachers, and teaching students in a clinical model for teacher education to their professional development. The study is carried out by examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.
Updated: Jul. 17, 2022
Linking demographic variables to motivation: investigating the motivation to choose teaching among Arab and Jewish students in Israel
The purpose of this paper is to explore the kinds of motivation driving Arab and Jewish students in Israel to choose teaching as a career. This study addressed several issues that have been largely overlooked in previous research such as the focus on Content Value motives (the motivation to teach specific subjects) as well as linking demographic variables to motivational factors, particularly cultural diversity and prior pedagogical experience. The present study yielded three central findings: the importance of Content Value motives; similar motivational patterns have been found between the two sectors despite demographic differences between them; prior teaching experience has been found to have an effect on the kinds of motivations for choosing teaching as career. The paper concludes by exploring the implications of the present study on teacher preparation programs and on future research on the motivation to choose teaching as a career especially in culturally diverse educational contexts.
Updated: Jul. 11, 2022
In order to provide an international perspective, the Academic Information Center at The Mofet Institutethe made an analytic literature review that identifies, analyzes and presents information concerning technological-vocational education (TVE) teacher preparation in Estonia, California (United States), Netherlands, China, Finland, Ontario (Canada) and Israel. Their report found that different countries direct, evaluate and supervise TVE in various ways - despite global trends, each country maneuvers in its' own climate, faces unique challenges and operates according to certain domestic relations. Most countries acknowledge the importance of developing the field of TVE and tend to invest financially, build advanced infrastructures, enrich the existing resources, conduct quality control, send lecturers to professional development and maintain the ties between TVE institutions and industrial corporates.
Updated: Jun. 13, 2022
Associations between novice teachers’ perceptions of their relationship to their mentor and professional commitment
These first years of teaching constitute entry stage to the profession and are considered a period of critical importance for determining the new teacher’s professional identity. This study explores the associations between novice teachers’ perspectives of their relationship with their mentors and their professional commitment. This qualitative study utilises data from semi-structured interviews conducted with 35 second-year Israeli teachers (subsequent to a year of internship). The findings indicate an association between novice teachers’ high professional commitment and a functional mentoring relationship and lack of association between novice teachers’ low professional commitment and other types of mentoring relationships. The results and their implications are discussed.
Updated: Mar. 02, 2022
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