Search results for: Avidov Ungar Orit

The purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools. In-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four Israel educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.

The present study examines Israeli teachers` perceptions of the integration of digital games-based learning (DGBL) into their instruction at different stages of their career. The research methodology is qualitative. The study involved 28 elementary school teachers who were integrating digital game-based learning into their instruction in the classroom. Their semi-structured interviews were transcribed and underwent categorical content analysis.

This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers’ perceptions about their professional development. The qualitative analysis identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). Using these dimensions, four ‘professional development patterns’ emerged. Participants’ professional trajectories are described in terms of these patterns: Hierarchically Ambitious, Hierarchically Compelled, the Laterally Ambitious and the Laterally Compelled. This categorisation could serve as an essential tool to help principals and decision-makers analyse teachers’ personal course of professional development. Hence, the categorisation of the teaching staff according to individuals’ professional aspirations could be utilised to design professional development programmes and incentives that would correspond to teachers’ particular needs.