College Of Education In Israel Research Articles

Online Pedagogical Training during the COVID-19 Outbreak: Responses, Challenges, and Contributions

The COVID-19 pandemic led to the widespread closure of educational systems, prompting a shift to online learning methods for instructors and students in higher education institutions. This study explores how pedagogical instructors supported accessibility to online pedagogical training during this crisis. This qualitative investigation employed a case study methodology, focusing on the high school training program at a multicultural college of education in Israel. Semi-structured interviews were conducted with six pedagogical instructors to explore their roles as educators, their oversight of pedagogical training, the implementation of didactic workshops and practical work, and their responses to the COVID-19 pandemic across technological, pedagogical, and emotional dimensions. Findings underscore the critical role of pedagogical instructors during the shift to remote learning. They facilitated communication using digital tools among pre-service teachers, coaching professors, and students, akin to conducting an orchestra with multiple participants. Amid widening educational, technical, and social disparities among students, pedagogical instructors and their pre-service teachers played a pivotal role in curriculum adaptation and crisis management within the school setting.

A Multisystem View at Teacher Training Colleges during the COVID-19 Pandemic

Abstract The purpose of the current study was to examine the challenges of distance learning (DL) teacher education (TE) experienced by decision makers, lecturers, and pedagogical instructors at PE teacher training colleges during the COVID-19 pandemic, and explore how these challenges were dealt with. In-depth interviews were conducted with 24 participants from five colleges of education in Israel where physical education teacher training is taught. A trifold process characterizes the investigated institutions: Frustration and a sense of helplessness, high self-satisfaction regarding the online instruction, and frustration combined with hope that the era of distance teaching will soon end. Most decisions regarding the changes and transitions were made by the teaching staff. Our findings can help those involved in teacher education in understanding how organizational and pedagogical decisions were made under conditions of uncertainty and crisis, and how these training programs were adapted to the new circumstances. Our findings may also serve as a basis for future discussion on long-distance teacher education.

Remember lest we forget: the link between long-term memory and narrative, empathy and previous knowledge in Israel

ABSTRACT One of the most demanding challenges teachers and educators face is the need to engage their students with ‘difficult knowledge’ topics. The need to unwrap controversial issues that are the subject of cultural or historical debate, without oversimplifying them, making them accessible and their morals apparent, all while committing them to memory, is an ongoing challenge for most pedagogical approaches. How to teach difficult knowledge in the classroom, especially the topic of the Holocaust, is a question that all educators in Israel face during their career. A common teaching tool is the use of film in both first and third-person narrative. Focused on the effect of narrative perspective in the teaching of difficult knowledge, this article examines the effect of first-person and third-person narrative in film on both short- and long-term memory among a cohort of students enrolled at a college of education in Israel. It also seeks to provide news insights into this issue by looking at the connection between empathy, previous knowledge, and perspective taking.

Learning the Practice from the Practice: Theory–Practice Courses in Teacher Education

In teacher education programs, it is important to deepen knowledge alongside developing practices through practical experience. One practice of the Professional Development School’s (PDS) model in clinical experience is designing courses linking theory to practice. The present study examines the perception of the administrative officers in colleges of education in Israel regarding the Ministry of Education’s Theory–Practice (TP) courses and the challenges in implementing them in the curriculum. This study was conducted in 16 state academic colleges for education and 37 administrative personnel participated: presidents, vice presidents, rectors, deans, and heads of courses and practical training. A semi-structured interview was used, and the data was analyzed thematically. The research participants believe that TP courses as a tool implemented as part of the PDS model may be effective in training teachers to integrate theory with practical experience. The participants raised three major challenges to implementation: systemic, pedagogical, and organizational. The participants emphasize that designing and implementing TP courses is a complex, slow process requiring organizational change and the mindset of administration and teaching staff at both the colleges of education and the schools. Long-term assessment is required to examine the effect of reducing hours dedicated to education theory and subject knowledge.

Use of social-emotional learning in online teacher education

The goal of this paper is to address the questions of how social-emotional learning [SEL] can be incorporated into online learning and what effect such integration can have on students. The COVID-19 outbreak significantly increased the use of online learning at all levels of education. However, research shows that the online learning experience may contribute to students’ feelings of distancing, alienation, and loneliness. The assumption underlying this study was that these negative feelings are not inherent to the online learning experience; rather, they can be avoided by using online-SEL (“O-SEL”) techniques that integrate SEL into online learning processes. This qualitative case study included 42 preservice teachers enrolled in a college of education in Israel, who participated in an online course that employed specific methods for integrating the SEL component. Analysis of students’ reactions to the course revealed that O-SEL not only improved students’ emotional experience but also enhanced their cognitive learning. These findings strongly suggest that models of online learning should include SEL. Additional research may confirm the positive O-SEL effects on students’ experience and achievements. In this context, the current study introduces the concept of “social emotional presence,” which is necessary for learning and development to take place online.

Perceptions of Senior Academic Staff in Colleges of Education Regarding Integration of Technology in Online Learning

Aim/Purpose: The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background: In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology: This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution: The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings: The findings obtained from content analysis of the interviews reveals a central concept: “On both sides of the divide”, and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation’s operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners: The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendation for Researchers: The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research: An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel).

Metaphor in the written discourse of Arab students at a College of Education in Israel

Abstract This article shows how Arab students at an Arab college in Israel, majoring in teaching of mathematics, English, and science, rely on metaphor as an important rhetorical tool for the advancement of their ideological positions and for criticism of the policies of the Israeli government, which discriminates against and disenfranchises Arab Israelis. The underlying hypothesis of the article is that the way Arab students in Israel use metaphor in their writing has unique rhetorical aspects that help to sharpen their message in pursuit of the broader goal of emphasizing Arab Israelis’ suffering and changing for the better the Israeli government’s discriminatory patterns of action against them.

"Like a Sheriff in a Small Town": Status, Roles, and Challenges of Ethics Committees in Academic Colleges of Education.

In recent years, Research Ethics Committees in academic colleges of education have constituted to review research proposals in the field of education. Yet, little is known about their work, composition, challenges, and relationships with external partners. This study explores the views and attitudes of 13 members and chairpersons of Research Ethics Committees in colleges of education in Israel, and two policy makers at the Ministry of Education about their roles, responsibilities, challenges, and limitations. Findings revealed an instrumental attitude towards the ethics committee. Committees are perceived as supportive rather than enforcing. Interviews shed light on the complex relationships between committee members, college lecturers/researchers, ethics regulators, and academic management. Moreover, the findings emphasized the lack of formal training and broad discussion on ethics. The study calls for strengthening committees' raison d'être and the internalization of ethics among committee members, researchers, and lecturers in the field of education.

A Learning Community of Beginning Teachers: A Systemic Intervention Based on Self-Determination Theory to Promote Autonomous Proactive Teachers

The professional literature describes the complexity of the induction process and the importance of support systems for beginning teachers (BTs). The article discusses a unique self-determination theory (SDT)-based intervention program of learning communities (LC), called Multi-Players Induction Teams (MIT) that operate in schools. The program was developed and implemented as part of the international Proteach Program (Erasmus+ Project, European Union). It was led by a college of education in Israel, and has been researched as a three-year case study in one high school. Each year, 30 - 40 BTs, mentors, administrators, and policymakers participated in the program. The main tool employed in the study was a semi-structured interview. Additional tools included the workshop facilitators’ end-of-year reports, meeting minutes and the participants’ reflective journals. The findings show collaborative systemic work between the school and the policymakers in its locality. The absorption of BTs into the school contributed to improved school climate, and became part of school culture. Additionally, organizational structures promoting BT absorption were established at the school, and a need-supportive environment was established in both the MIT and the school. BTs and mentors express a sense of need satisfaction. The MIT affected the BTs’ positioning at the school as influencing figures who led meaningful educational initiatives. The findings present a unique model of LCs that support teachers during their induction period. They can promote processes for integrating BTs into the education system as autonomous and proactive teachers by creating an environment that supports the psychological needs of BTs and experienced teachers alike.

Honors Students’ Perceptions of a Course Using Project-Based Learning Addressing Multiculturalism Preparing Them to Pay It Forward

This study examined perceptions of honor students (N = 30) studying at a college of education in Israel regarding the contribution of a course using project-based learning (PjBL) to their competencies and preparing them to pay it forward. The course aims were to expose students to PjBL in the topic of diversity, plan and carry out community involvement projects, and gain insights for future application. Student were asked to evaluate the course objectives. Research tools comprised a diary and a semi-structured interview. Analysis using grounded theory yielded three categories of student development: cognitive, personal-leadership, and pedagogical competencies. Findings indicate that honors students have acquired cognitive competencies related to knowledge about multiculturalism and children’s rights, as well as problem-solving skills. They have developed personal and leadership competencies such as group management and decision-making, as well as pedagogical competencies gaining a deeper understanding of PjBL and how to apply it. Findings may suggest that honors students have benefited from the combination of ideas on living together using PjBL and preparation for paying it forward. Implications for general teacher education are discussed.

Online Collaboration between Arab and Jewish Students: Fear and Anxiety

This study examines students in an online, collaborative, yearlong intercollege course. Arab and Jewish students from five colleges of education in Israel worked in virtual teams. The data includes pre and post questionnaires as well as open ended questions and ongoing reflective journals. The results of the t-test indicated that the perception of other participants in the group improved significantly among Jewish and Arab participants -4.38. This was backed up by the qualitative data. Initially, the students expressed apprehension towards working with people from the other culture and fear of leaving their comfort zone.

Students' views on the use of ClassBoost in a teachers' education college

AbstractThere has been a recent acceleration in the use of lecture capture technologies (LCT) in higher education institutions. The present study focuses on an LCT system, by the name of ClassBoost, which has recently been introduced in some classes in an academic college of education in Israel. The system encourages collaborative learning skills at different levels, and the research focused on the students' attitudes towards the system from a procedural viewpoint at two stages of its assimilation: before the use of the system and during its use. Emphasis is given to the students' collaborative learning patterns and learning practices from their own viewpoints. A unique finding is that students felt that their participation in lessons contributed to the effectiveness of the teaching. The research aims to supplement existing research on the use of LCT systems, this time in teacher education, and to point up practical implications, especially for academic colleges of education.

From power struggle to benevolent authority and empathic limit-setting: Creating inclusive school practice with excluded students through action research

Teachers face a dilemma in setting limits and establishing boundaries with excluded students, who often exhibit extremely disruptive behavior that cannot be ignored or condoned. Since limit-setting through threats, sanctions, punishment, or expulsion simply reinforces the cycle of exclusion, the alternative approach presented here is to treat the breaching of boundaries as a developmental rather than a moral issue. Benevolent authority and empathic limit-setting, which lie at the core of this method, involve understanding and tending to the needs of the young person while at the same time clearly defining the necessary boundaries and positively reinforcing students for maintaining them. The transition from power struggle to empathic limit-setting entails both a turning point in which problematic incidents are essentially reframed, and emotional awareness on the part of teachers of their own inner turmoil in response to such situations. To the extent that teachers can exercise their authority without punishing or humiliating their students, they provide a holding environment in which excluded students feel stable and secure enough to develop their own internal authority. This paper is based on action research carried out with teachers in an MEd program in inclusive education at the Oranim Academic College of Education in Israel.

"The Big Sister Model in Educational Training” The Art of Mentoring and fellow Mentoring" (BSM)

In an ongoing search for new models to streamline college training and mentoring, a different training model was developed called the "Big Sister Model". This model was experienced for five years in the kindergarten-training program at the Kay College of education in Israel. Within this model, two female students are trained in each kindergarten: one in the third college year and the other in the second. Together with kindergarten staff, the two students plan the class curriculum and activities. A third-year student, who possess additional one year experience in practicing (veteran), has the opportunity to mentor a 2nd year student who also has the opportunity to observe the training of the third year and get more experience. This process provides a good staff relationship and develops interpersonal relations based on social and psychological elements, which points to a huge positive change in behavior, interpersonal relations and its motivations. In peer mentoring, the mentor accompanies, analyzes, supports, instructs, empowers and provides necessary knowledge in the mentoring process. It undergoes a process of empowerment, leadership, and success (Power et Al, 2011). This study is a continuous action research that aims at examining the effectiveness of the “Big sister” training model. When a third-year student mentors a second-year student, her personality will be accordingly empowered. Moreover, she is exposed to another year of the second year training program, once when she receives guidance in the second year and once more as a 3rd year student mentor. The second-year student enjoys continuous training throughout the day with a close colleague in addition to the training teacher and pedagogical mentor. In addition, she reveals the contents and skills of the third year allowing her ongoing internalization over time all third-year program. In the effectiveness of the training, we also sought to deeply examine the areas that this model promotes and strengthens as well as, how much the students perceive it as a training benefactor compared to the regular model in a control group.

Do teachers need to be leaders? Perceptions of educational leadership and management in the Israeli secondary educational system

ABSTRACTThe study explored the perceptions of student-teachers of educational leadership and management with regard to the roles of homeroom teachers and subject teachers in secondary schools. The participants of the study are students in the biggest College of Education in Israel. The analysis was conducted on the students’ posts in an online forum of an academic course using qualitative and quantitative methods. The students’ posts indicated a differentiation between the perceptions of the two roles on the level of ideology as opposed to the practical level. The most prevailing leadership model that emerged from the findings is transformational with four other models, all of which are congruent with the humanistic approach to teaching. Further research should focus on the gaps between school reality and teacher education programmes in order to facilitate the induction phase for novice teachers.

A Longitudinal Comparative Study of Alternative and Traditional Teacher Education Programs in Israel: Initial Training, Induction Period, School Placement, and Retention Rates

The purpose of this study is to compare alternative teacher education programs in English as a foreign language (EFL), biology, and mathematics to traditional programs in the same subjects. To do this, we analyzed data on all of the students who studied in the aforementioned programs during 2009 and 2010 in the largest college of education in Israel—a total of 91 students from the alternative and 74 from the traditional programs. The study used administrative data provided by the college and by the Ministry of Education. The study examined the following aspects: performance during initial training, success during the induction period, retention rates in the first 5 years of teaching, and the characteristics of their placement in schools. Findings indicate great variation among the 3 alternative programs. Of the 3, only the mathematics program exhibited high rates of entry into teaching and high retention rates. The programs in English, both alternative and traditional, produced the lowest percentages for both graduates and teacher retention. Additional findings reveal the tremendous difficulties faced by the education system to recruit, train, prepare, and finally, retain high-quality teachers within the system.

Contribution of Dance Studies from the Point of View of Religious Dance Teachers in Formal Education

This article examines perceptions of observant dance teachers on aspects related to their professional world. The study included 119 teachers, graduates of the dance department at an academic- religious college of education in Israel. The data was collected through a structure questionnaire developed specifically for the study and through interviews with teachers. The data shows that the predictor for the perception of the contribution of dance lessons to pupils is the interrelations between dance and the inner world. The significance of these interrelations arises, among other things, in the finding that the teachers' choice of instruction of the art of dance allows them to realize themselves and mold a new path in the instruction of dance within a religious worldview, as part of an education system compatible with their own worldview.

‘These are not the realities I imagined’: an inquiry into the lost hopes and aspirations of beginning teachers

The Program for Excellence in Teaching (PET) conducted in Israel aspires towards training excellent teachers but also towards creating agents of change within the educational system. This qualitative study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. The article suggests three factors that address this disparity: the participants’ positive conception of the educational system, the isolation of the beginning teachers, and the induction process they must undergo. This article proposes various innovative recommendations for coping with this situation.

The quality of Second-Language Writing (Hebrew) among Arab students in Israel

The paper deals with the level of syntactic complexity of subordinate clauses in argument texts spontaneously produced in hebrew by Arab female freshmen specializing in the teaching of Hebrew at Academic College of Education in Israel.

Pedagogical aspects of integrating wikis in pre-service teacher education

The study examines pedagogical approaches in using wikis in teaching and learning in teacher education colleges. It focuses on: instructors’ motivation for wiki-based teaching; course types; teaching methods; evaluation; content structure; characteristics of student collaboration and learning outcomes; involvement of instructors in the learning process. The study is based on semi-structured interviews with 11 teacher educators from six colleges of education in Israel. The authors discuss added value and challenges of wiki-based teaching, the impact of assessment on shaping the learning process, as well as general conclusions regarding wiki-based pedagogy.