Alternative Teacher Education Routes: From 'Trained Teacher' to Teacher Educated as a 'Change Agent'
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| Title: | Alternative Teacher Education Routes: From 'Trained Teacher' to Teacher Educated as a 'Change Agent' |
|---|---|
| Language: | English |
| Authors: | Sharon Hardof-Jaffe, Michal Shani |
| Source: | Teacher Education Advancement Network Journal. 2024 15(1):118-135. |
| Availability: | University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Alternative Teacher Certification, Teacher Education Programs, Educational Change, Instructional Leadership, Career Change, Communities of Practice, Field Experience Programs, Schools of Education, Foreign Countries, Program Content, Program Design, Educational Principles, Program Implementation |
| Geographic Terms: | Israel (Tel Aviv) |
| ISSN: | 2054-5266 |
| Abstract: | The present study explores the specific outlines and implementation characteristics of teacher training programs for teaching as a second career. These programs stand out for being socio-educational, aiming to foster leadership and generate a social value-based change through education. The study is based on a qualitative approach using case study methodology, and draws upon staff's interviews, meeting protocols, programmes' documents, and course syllabi. The findings reveal how these programs' content, structure, guiding principles, mode of operation, and the professional community of the staff collectively contribute to equipping teachers with the skills and mindset necessary for their socio-educational mission. The article presents a transition from a traditional worldview emphasising content-teaching skills to a holistic one where the teacher is a change leader. The study may offer a path for the designers of teacher education programs who wish their programs to lead to socio-educational change. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1416176 |
| Database: | ERIC |
| Abstract: | The present study explores the specific outlines and implementation characteristics of teacher training programs for teaching as a second career. These programs stand out for being socio-educational, aiming to foster leadership and generate a social value-based change through education. The study is based on a qualitative approach using case study methodology, and draws upon staff's interviews, meeting protocols, programmes' documents, and course syllabi. The findings reveal how these programs' content, structure, guiding principles, mode of operation, and the professional community of the staff collectively contribute to equipping teachers with the skills and mindset necessary for their socio-educational mission. The article presents a transition from a traditional worldview emphasising content-teaching skills to a holistic one where the teacher is a change leader. The study may offer a path for the designers of teacher education programs who wish their programs to lead to socio-educational change. |
|---|---|
| ISSN: | 2054-5266 |
