Teachers' Professional Development: An Israeli perspective

Abstract

SUAMMRY This paper considers the nature of the professional development process, addresses the nature of professional activity and goes on to examine different ways in which the process of professional development can be facilitated. The models of teachers' professional development currently in use in Israel are examined critically. The first model is the one concerned with higher academic studies. The second, organisational model is mostly school-based and school-focused, with teachers' professional development being tied to school reforms. The third model is the personal route towards professionalism taken and led by the teacher him/herself in his/her classroom and often supported by the teacher unions. The means of support accessible to those choosing to take the currently available routes to professional development are examined. This review of Israeli teachers' professional development concludes with recommendations.