This case study explores how teacher education curriculum in a college in Israel responded to the COVID-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being…

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…

The study discusses the professional identity and aspects of professional development of Clinical Faculty Teacher Educators (CFTEs) teaching methods courses in a College of Education during a time of change. The above aspects were revealed while analyzing data collected to evaluate an in-service professional development course for CFTEs. Data…

In order to examine the implications of applying a teaching strategy that integrates a systems approach and project-based learning (PBL), it was implemented in two courses. The objective of the first course was to train preservice teachers to teach the subject of "Science and Technology to All" (mandatory subject in all of Israel's…