This study employed art-based research with phenomenological qualitative inquiry to understand the perspectives of professionals who are working in the Israeli school system with children diagnosed with selective mutism. Selective mutism (SM) is a disorder originated in anxiety in which a child, between the ages of 3-5, does not speak at school…

Our study is focused on the field-experience of a unique ideological group. The prospective teachers are community activists who are dedicated to meeting the social needs of communities through education, mainly in the periphery and in weakened populations. Their vision is to become "community teachers." We focused on a new mentoring…

Action research is defined as using research activities to develop concrete societal practices. Action research understands the change of practice as being already a central aim of the research process itself, and it also seeks to contribute to the professional development of all participants in the particular field of study. Even though (or maybe…

This case study examines the effect of coteaching on the development of a student's professional knowledge. The study analyzes the student's perceptions of her experiences in a yearlong seminar course of math teaching in elementary school, conducted at a teachers college in Israel. The course was interdisciplinary and taught jointly by two…

Professional development (PD) of teachers comprises a major challenge in many countries. The empirical relations between teaching-learning processes and student achievements occupy educators who construct teachers' in-service training programs. Student achievements serve as a measure for testing improvements in learning. Many investigators view…

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new…

In this study, twelve expert teachers of Jewish Thought in Israeli high schools were observed and interviewed, in order to examine their ideas regarding the proper way to approach and teach Jewish canonical texts. Using qualitative analysis, I identified a central component of these teachers' Pedagogic Content Knowledge and named it their…

In this article, a unique model of instruction based on co-teaching carried out in the framework of the practice teaching program intended for third year college students is presented. The program incorporated principles of modeling based on processes of mentoring, instruction, and discussion, showing the students the pedagogical importance of…

To disclose the inner process of teacher educators' dealing with their different roles and their coping with conflicting demands, the study of dilemmas encountered in practice may offer a promising perspective. Building on previous research on teaching dilemmas, this study uses a comparative approach to disclose teacher educators' views on…

This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance…

In this study our goal was to better understand the development of chemistry teachers who are involved in a continuous professional development (CPD) programme, focusing on using the inquiry approach in the chemistry classroom-laboratory, followed by protocols assembled in a portfolio that can be used to demonstrate evidence-based practice in…

Three teachers, who held extreme preferences for the ways they learn, participated in a year-long professional development course, designed to sensitize teachers to their own and colleagues' individual learning differences (ILDs). The case study focuses on their extreme learning preferences and discusses the impact of these preferences on their…

The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program. The current qualitative research shows that facilitating students in a dynamic open inquiry process…

Despite the growing consensus regarding the value of inquiry based teaching and learning, the implementation of such practices continues to be a challenge. The goal of this paper is to present a model for the educational infrastructure that can support the implementation of the Biomind program, which is a new open inquiry program for Israeli…

The different ways teachers represent their experiences as teachers were studied through the written expressions of six practicing Israeli teachers in an advanced teacher-education class. Their experiences demonstrate how "knowing-in-action" is converted to professional and public knowledge. (SLD)