Teaching Approaches of Beginning Teachers for Jewish Studies in Israeli Mamlachti Schools: A Case Study of a Jewish Education Teachers' Training Program for Outstanding Students

This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers' training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in se...

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Bibliographic Details
Published inJournal of Jewish education Vol. 81; no. 3; pp. 285 - 311
Main Author Katzin, Ori
Format Journal Article
LanguageEnglish
Published New York Routledge 03.07.2015
Taylor & Francis Ltd
Subjects
Attitude Change
Beginning teachers
Case Studies
Constructivism (Learning)
Educational Philosophy
Foreign Countries
High Schools
Interviews
Israel
Jewish schools
Jews
Longitudinal Studies
Observation
Program Descriptions
Public Schools
Qualitative Research
Secondary School Teachers
Secularism
Student Attitudes
Teacher education
Teacher Education Programs
Teaching Methods
Values
Israel
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Summary:This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers' training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in secular pupils' attitudes toward Jewish subjects. We found a high incidence of teaching using positivistic approaches of knowledge transmission and the teachers adopted a particular teaching approach early into their training program that they continue to employ. Can teaching oriented in the transmission of central cultural value knowledge, with pupils as passive receptacles, create a meaningful encounter?
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:1524-4113
1554-611X
DOI:10.1080/15244113.2015.1065633