Search results for: Israel
Page 4/13 128 items
International mobility and cultural perceptions among senior teacher educators in Israel: ‘I have learned to suspend judgment’
The aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage. A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education.
Updated: Jan. 13, 2020
Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies
This research study evaluated the professional development of two groups of pre-service biology teachers during a year-long biology didactics course in two different academic institutions. Verbal and qualitative analyses of lesson transcripts were employed to characterize explicit knowledge, while content and cluster analyses of the repertory grid technique were employed to characterize tacit knowledge. The group of pre-service teachers with lower content knowledge (CK) and more teaching experience during their training was concerned with student- and teacher-centered practices. The group with higher CK and less teaching experience was concerned with high-order thinking skills and the knowledge gap between themselves and their students.
Updated: Aug. 15, 2019
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. It exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019
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
This article explores pre-service teachers’ expectations of their future teaching career, in particular concerning teacher– student interrelations. The author argues that teacher altruistic and narcissistic classroom expectations may help in predicting teachers’ student control ideology. He argues that humanistic control emphasizes the prominence of the student as an individual and the significance of creating an atmosphere in the classroom, in which students’ needs are satisfied. In contrast, custodial control obligates students to incontrovertibly accept their teachers’ decisions and directions of thought and action. Hence, teachers who espouse custodial control do not try to understand their students’ behavior or take it into account, as do teachers who espouse humanistic control, and view breaches of discipline by the students as absence of motivation or non-compliance to their demands as a personal affront.
Updated: Nov. 22, 2018
Opportunities for Learning Given to Prospective Mathematics Teachers: Between Ritual and Explorative Instruction
This study aimed to examine how certain underlying assumptions about mathematical learning, as reflected in a teacher educator’s discourse in whole-classroom discussions, align with opportunities to mathematize either ritually or exploratively. The authors argue that the findings showed that at the surface level, the instruction in the class seemed to align with ‘‘explorative’’ goals. The authors also argue that the instruction, however, was more aligned with ‘‘ritual’’ goals that are concerned with producing narratives about people, not about mathematics.
Updated: Nov. 18, 2018
This study examines preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. The authors found that promoting preschool teachers’ knowledge of appropriate mathematical tasks is interrelated with promoting their knowledge of students. The findings reveal that that teachers’ estimates of their students’ abilities increased as a result of participating in the program. The authors also saw that teachers’ improved the accuracy of their estimations related to students’ abilities to perform number-related tasks.
Updated: Apr. 22, 2018
‘I Owe to My Tutor Much of My Professional Development’: Looking at the Benefits of Tutoring as Perceived by the Tutees
This article presents a model of professional development that involves tutoring/mentoring. It also focuses on the interaction between tutor and tutee as perceived by the tutees. The study also found that tutees noted the required characteristics of a tutor. Furthermore, the authors identified three groups of elements regarding tutor's role as the most beneficial to the participants’ professional development, namely: modelling; usage of reflective methods; and bridging between the individual and the group. Finally, the participants in the study related to two central elements in tutors' work: professional and interpersonal.
Updated: Feb. 21, 2018
This research aimed to examine the profiles of the candidates who had applied to the alternative retraining programs at the selected college. The study then would compare them with those candidates who had been accepted onto the traditional programs. The authors found that the alternative programs attracted students with an academic and personal profile different from the one that characterizes students in the traditional teacher retraining programs. In all three alternative programs, the number of students with advanced postgraduate degrees was significantly higher than the number of students with advanced degrees in the traditional programs.
Updated: Sep. 26, 2017
Two facts should be considered by those concerned with the teaching workforce in Israel. The first is that the profession does not attract 'the best and the brightest' needed for education in the 21st century and that for many applicants it is a default option. The second is that rapid changes in the employment market force many workers to abandon one type of work for another. The challenge is to recruit them and then properly train them in both pre-service education and continuous professional development, while creating conditions to insure their retention in the system. In this context the accelerated programs have been found to make a positive contribution. In Israel alternative teacher training programs for retired army personnel are well-known as is the recommendation of the Dovrat committee (2005) to allow graduates with B.A. degrees to enter teaching before obtaining a teaching license.
Updated: Sep. 13, 2017