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Van der Klink, Marcel; Kools, Quinta; Avissar, Gilada; White, Simone; Sakata, Tetsuhito – Professional Development in Education, 2017
The attention being devoted to teacher educators as professionals and their professional development is unquestionably increasing. Whilst much of that attention is being directed at teacher educators in different countries, international comparisons have been quite rare to date. The research question addressed in this study was: "Do…
Descriptors: Faculty Development, Teacher Educators, International Studies, Comparative Analysis
Avidov-Ungar, Orit; Reingold, Roni – International Journal of Leadership in Education, 2018
In Israel, the Ministry of Education determines all aspects of educational policy, including teachers' initial teacher education, licensing and professional development. As part of the New Horizon educational reform, the Ministry announced in 2010 a new plan for the professional development of teachers in Israel. The Ministry assigned a mediating…
Descriptors: Superintendents, Administrator Role, Faculty Development, Teacher Educators
Alkaher, Iris; Avissar, Ilana – Environmental Education Research, 2018
This study focuses on the impact of a sustainability leadership development program (SLDP) designed to develop staff members as leaders who encourage sustainability practices within institutions of higher education (IHE). Using the framework of community of practice (CoP), we explored the program's contribution by interviewing 16 staff members who…
Descriptors: Communities of Practice, Sustainability, Environmental Education, Program Evaluation
Tal, Tali; Peled, Einat – Environmental Education Research, 2017
In this study, our aim was to understand how environmental education has been implemented in Israeli elementary schools. We selected ten schools that had implemented Education for Sustainability programs and analyzed their mission statements and curriculum documents. We observed each school's activities and interviewed teachers. Our analysis shows…
Descriptors: Foreign Countries, Environmental Education, Semi Structured Interviews, Curriculum Development
Ifat, Linder; Eyal, Weissblueth – Universal Journal of Educational Research, 2017
The current study was set to examine the role of school principals in Israel in the professional development process of their teachers following the implementation of a new professional reform. 159 teachers and 13 principals responded to a questionnaire designed to collect data concerning the involvement of principals in initiatives developed by…
Descriptors: Principals, Administrator Attitudes, Questionnaires, Teacher Attitudes
Reichenberg, Rivka; Avissar, Gilada; Sagee, Rachel – Professional Development in Education, 2015
The context of the present paper is a school of professional development for teacher educators. One of the school's unique features is the employment of tutors/mentors, who are colleagues of their tutees in different study programmes. It has been established that many teacher educators enter the profession "accidentally," whether from…
Descriptors: Teacher Educators, Faculty Development, Professional Development Schools, Tutors
Blonder, Ron; Jonatan, Moshe; Bar-Dov, Ziva; Benny, Naama; Rap, Shelley; Sakhnini, Sohair – Chemistry Education Research and Practice, 2013
The goal of this research was to examine the change in the skills, Technological Pedagogical Content Knowledge (TPACK) and self-efficacy beliefs of chemistry teachers regarding video editing and using YouTube videos in high-school chemistry lessons, as a result of a professional development program that focused on editing YouTube videos and the…
Descriptors: Chemistry, Educational Technology, Self Efficacy, Beliefs
Avidov-Ungar, Orit; Friedman, Izhak; Olshtain, Elite – Teachers and Teaching: Theory and Practice, 2014
This study used semi-structured in-depth interviews to explore empowerment patterns among teachers who hold leadership positions in school. Our qualitative analysis presents a hierarchical ladder with three types of empowerment amongst these teachers, ranging from limited empowerment through rewarding empowerment to change-enhancing empowerment.…
Descriptors: Foreign Countries, Teacher Empowerment, Teacher Leadership, Semi Structured Interviews
Levy, Keren Sarah; Kali, Yael; Tal, Tali – Interdisciplinary Journal of e-Skills and Lifelong Learning, 2015
Implementing inquiry in the outdoors introduces many challenges for teachers, some of which can be dealt with using mobile technologies. For productive use of these technologies, teachers should be provided with the opportunity to develop relevant knowledge and practices. In a professional development (PD) program in this design-based research, 24…
Descriptors: Inquiry, Technology Uses in Education, Educational Technology, Telecommunications
Klieger, Aviva; Oster-Levinz, Anat – Journal of Education for Teaching: International Research and Pedagogy, 2015
Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…
Descriptors: Foreign Countries, Professional Development Schools, Faculty Development, Mentors
Rozenszajn, Ronit; Yarden, Anat – International Journal of STEM Education, 2014
Background: The knowledge that is required for teaching includes subject matter content knowledge (CK) and pedagogical content knowledge (PCK). Although CK and PCK are distinct components of the teachers' knowledge, the distinction between those two components and the relationships between them are still underexplored. In a previous study, we…
Descriptors: Pedagogical Content Knowledge, Comparative Analysis, Mathematics Teachers, Science Teachers
Fresko, Barbara; Nasser-Abu Alhija, Fadia – Asia-Pacific Journal of Teacher Education, 2015
This paper explores the operation and contribution of induction seminars operated as learning communities for new teachers. Mixed methods were used: 378 new teachers and 29 seminar leaders completed questionnaires, 16 new teachers and 14 seminar leaders were interviewed, and 20 seminar meetings were observed. Findings showed that seminar…
Descriptors: Beginning Teacher Induction, Faculty Development, Mentors, Communities of Practice
Laor, Lia – Journal of Education and Training Studies, 2015
Research concerning professional development and its contribution to the formation of professional identity is prevalent in both general and music education. However, its implications for music educators in the context of graduate programs for music education are seldom discussed. This mixed-methods case study examined experienced music teachers'…
Descriptors: Faculty Development, Professional Continuing Education, Music Teachers, Music Education
International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers