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Israeli Teacher Educators' Perceptions of Their Professional Development Paths in Teaching, Research and Institutional Leadership
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Guberman, Ainat; Mcdossi, Oded – European Journal of Teacher Education, 2019
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators'…
Descriptors: Foreign Countries, Teacher Educators, Teacher Attitudes, Faculty Development
Understanding Teachers' Pedagogical Knowledge: Report on an International Pilot Study. OECD Education Working Papers, No. 159
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Sonmark, Kristina; Révai, Nóra; Gottschalk, Francesca; Deligiannidi, Karolina; Burns, Tracey – OECD Publishing, 2017
What is the nature of teachers' pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary Israel, and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base…
Descriptors: Pedagogical Content Knowledge, Teacher Competencies, Foreign Countries, Knowledge Level
Why Do Academics Use Academic Social Networking Sites?
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Meishar-Tal, Hagit; Pieterse, Efrat – International Review of Research in Open and Distributed Learning, 2017
Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the…
Descriptors: Social Media, Social Networks, Electronic Publishing, Use Studies
From an Intuitive Practitioner to a Professional Novice Leader
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Mevorach, Miriam; Miron, Mordechai – Journal of Educational Issues, 2015
This study examined the professional and personal transition undergone by eight experienced early childhood (EC) teachers after completing their graduate studies. The data were collected through interviews and online communication. Three main categories arose in the qualitative content analysis of the text: (1) personal process of change; (2)…
Descriptors: Early Childhood Education, Preschool Teachers, Graduate Study, Interviews
Writing as a Journey of Professional Development for Teacher Educators
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Shteiman, Yehudit; Gidron, Ariela; Eilon, Batia; Katz, Pnina – Professional Development in Education, 2010
The linkage between writing and professional development of teacher educators has hardly been investigated in the past. Our study aims to explore and describe how teacher educators, who wrote and published books in their knowledge domains, with budgetary, professional and institutional support, perceive the experience of writing, and to what…
Descriptors: Focus Groups, Teacher Educators, Foreign Countries, Faculty Development
An Anthropological Action Model for Training Teachers to Work with Culturally Diverse Student Populations.
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Eisikovits, Rivka A. – Educational Action Research, 1995
Describes the Teacher-as-Ethnographer inservice training program, an anthropological model for training Israeli educators to diagnose and cater to the learning needs of culturally diverse students. Participants, including teachers of all levels and other school staff, learned and used ethnographic methods of data collection and analysis to conduct…
Descriptors: Action Research, Anthropology, Consciousness Raising, Cultural Pluralism