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Search Results for 'Israel'
89 items found 1 / 9
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1   |   From section Teacher Education Programs
Accelerated Training for Applicants Seeking a Second-Career in Teaching
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.
Publication Year: 2017    |    Updated in ITEC: September 13, 2017
2   |   From section Preservice Teachers
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Publication Year: 2017    |    Updated in ITEC: August 22, 2017
3   |   From section Teacher Education Programs
A Model for the Support of Interns and Beginning Teachers in Special Education
The author describes two special education schools in Tel Aviv, Israel, whose students are on the autistic spectrum, where the head of the induction team (the author) and the principals of the schools resolved to bolster the continuity between the theoretical college studies and the beginning teachers' work with the students on the ASD continuum. Instead of holding a general induction workshop in college that accompanied the trainee in his/her first steps in the schools, the arena was transferred to the school itself, thereby creating a partnership with the school, with the local authority, and with the policy makers. The workshops provided the teachers who teach this population with professional support and empowerment and met their specific needs.
Publication Year: 2017    |    Updated in ITEC: August 1, 2017
4   |   From section Professional Development
The Professional Developmental Needs of Higher Education-based Teacher Educators: An International Comparative Needs Analysis
The purpose of this international and comparative study is to examine what professional learning activities teacher educators value and what factors affect their participation in these activities. The findings reveal that two types of teacher educators’ professional learning needs arise from the data: (i) those involving the development of educational capacities related to their day-to-day remit as a teacher educator and (ii) those required for progressing an academic career, with research and writing skills being the most salient. Furthermore, this study emphasises the ways in which teacher educators, as both teachers and researchers, want to be part of a collaborative community where they can feel supported, listened to, and share their practices and experiences.
Publication Year: 2016    |    Updated in ITEC: June 25, 2017
5   |   From section Professional Development
Supportive Measures to Reduce the Risk of Teacher Burnout
The possibilities of reducing the danger of burnout can be based on regarding the professional self-efficacy crisis as the basis for understanding the burnout process, and will be presented below. 1. The school's organizational sphere. In this context, it is possible to operate on two complementary planes: (1) the establishment of collegial support groups, and (2) the nurturing of a supportive environment. 2. The task component and the teacher's professional performance. 3. Cultivating teaching styles that seek to target pupils' problems. 4. Stress management.
Publication Year: 2017    |    Updated in ITEC: June 20, 2017
6   |   From section Multiculturalism & Diversity
The Challenging Problem of Educational Diversity
Author Dan Inbar
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Publication Year: 2017    |    Updated in ITEC: May 28, 2017
7   |   From section Preservice Teachers
The ABC of Motivation in Teacher Education: Supporting Psychological Needs and Developing Autonomous Motivation for Teaching among Pre-service Teachers
This article points the need to address the issue of pre-service teachers’ motivation from their first year of study. It is important to preserve the positive autonomous motivation to engage in the teaching profession, but also to create the conditions to facilitate internalization processes of the teaching profession, so that the extrinsic motivations typifying some pre-service teachers become autonomous. Self-Determination Theory (SDT) and its educational implications can serve as a platform to lead such processes in teacher education institutions. According to SDT, people have three innate and universal psychological needs, i.e., Autonomy, Belongingness and Competence, which are the ABC of quality motivation. Fulfillment of these needs contributes to students’ optimal development, functioning, and wellbeing.
Publication Year: 2017    |    Updated in ITEC: April 30, 2017
8   |   From section Mentoring & Supervision
Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice
This article examines the nature of moral dilemmas mentors from three different national groups (Jewish, Druze, and Arab) encounter in their work in Israeli Arab schools. The findings suggest that in a context of political and cultural friction, such as mentoring in Arab schools in Israel, mentors from different national groups experience professionally moral dilemmas in their mentoring encounters in which personal core values such as truth, integrity, human rights, and physical well-being alongside professional values such as commitment, work ethics, and professionalism are at stake.
Publication Year: 2013    |    Updated in ITEC: March 19, 2017
9   |   From section ICT & Teaching
The "Mediating Teacher" Model for Distance Teaching and Learning
In order to overcome the pedagogical limitations in distance learning environments and to lead the process of change and innovation by means of distance teaching and learning, the "Mediating Teacher" Model for Distance Teaching and Learning was developed and tested on Israeli high-school students in the framework of the present writer's doctoral dissertation during the years 2010-2015. According to this model, in addition to the distance teacher, a "mediating teacher" is present in the classroom. From the writer's own personal experience with the project, both the high-school teachers and the students display a great deal of interest in and satisfaction with the course.
Publication Year: 2017    |    Updated in ITEC: May 8, 2017
10   |   From section Instruction in Teacher Training
Some Reflections on the Links between Teacher Education and Peace Education: Interrogating the Ontology of Normative Epistemological Premises
This article provides a critique of the essentialized assumptions about identity, culture and education that are found in contemporary peace education literature. Furthermore, it explores the implications that these assumptions have for teacher education in conflict and post-conflict societies. A major challenge for teacher education in conflict and post-conflict societies is how to create openings that take these complexities into consideration and create openings which address the limitations imposed by the nation-state. Finally, the authors propose the idea of teachers becoming critical design experts, in order to create openings for a renewed relationship between teacher education and peace education.
Publication Year: 2014    |    Updated in ITEC: January 11, 2017
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