MOFET JTEC - Teacher Education

JTEC Home The MOFET Institute Home Page Home Page
Last update in this section: September 18, 2017
Trends in Jewish Education Teacher Education In-Service Training Education & Administration Formal Education Informal Education Adult Education Technology & Computers Israel Education Learning Resources Conferences & Events

The latest papers and research studies published in the world's leading academic journals in the field of teacher education.
Teacher Education
Request for Proposals – Bringing Ayeka Soulful Education to Jewish Day Schools
The AVI CHAI, Kohelet, and Mayberg Foundations are excited to announce their sponsorship of a 2-year partnership with Ayeka and four select Jewish day schools, beginning January, 2018. The purpose of this RFP is to solicit requests from Jewish day school leadership who are interested in transforming their school’s Judaic Studies faculty through Soulful Education training by Ayeka professional staff.
Publication Year: 2017-8    |    Updated in JTEC: September 18, 2017
Israel Education Ministry Invests in Nationwide Program for English Teachers
In an attempt to remedy the problem with Israelis and their ability to speak English, the Education Ministry recently approved a tuition-free English teaching course to be implemented throughout the country and help better train future English teachers. Starting this upcoming school year, all Israeli colleges are invited to apply for a part of the NIS 12 million budget and offer this free government-run course to native English speakers who are interested in learning how to teach English to local children.
Publication Year: August 24, 2017    |    Updated in JTEC: August 31, 2017
What Makes a Good School Leadership Program? A Qualitative Study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI)
How do educators become successful leaders? This qualitative study set out to learn more about The Lookstein Center ELAI program as well as mentoring and leadership training in general, with the hope of offering insights to other school leadership programs. The mentor-mentee relationship was seen to develop into a collaborative partnership, with the reflective relationships becoming enriching for both the mentor and mentee.
Publication Year: 2017    |    Updated in JTEC: September 5, 2017
Breaking Out of the Grips of Dichotomous Discourse in Teacher Post-Observation Debrief Conversations
Educational discourse is dominated by problematic dichotomies, for example, between teacher- and learner-centred pedagogies, and between teacher control and pupil autonomy. Such dichotomies impede attempts to understand and address complex educational problems, and thwart productive discussion among practitioners and the public. This article examines how teachers in one Israeli school addressed dichotomous discourse around classroom management in video-based post-observation debrief conversations.
Publication Year: October, 2017    |    Updated in JTEC: August 7, 2017
Comparing the Effectiveness of Two Models of Initial Teacher Education Programmes In Israel: Concurrent Vs. Consecutive
The purpose of the present study was to examine the effectiveness of two common models of initial teacher education programmes that are prevalent in many countries, including Israel. The two are: the concurrent model, in which disciplinary studies and pedagogical studies are integrated and taught at the same time; and the consecutive model, which focuses mostly on pedagogy following the disciplinary studies already completed by university graduates interested to go into teaching.
Publication Year: 2017    |    Updated in JTEC: August 8, 2017
Archive of 191 additional items in this section back to March 2008
Enter Archive
Click the button to copy the link to the clipboard. You may then paste it into your web site or blog.
Copy Permalink