Abstract
Little research has been done on the professional development of Teacher Educators (TEds). The author's experience in holistic educational intervention programmes in two different communities in Israel offers a model for partnership between the school, the community and the university. Applying such a model would establish a dynamic continuous dialogue between the academic world and the education system. As a consequence TEds' teaching capabilities will improve, and they will be able to provide quality training for student teachers and practising educators for their future roles in a multi-cultural classroom.
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