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The New Frameworks for Teacher Education in Israel: Rationale, Conceptual Perspectives, Guidelines and Implementation Tamar Ariav, Beit Berl Academic College MOFET Institute, December 10 th , 2008. Presentation Outline. Introductory remarks The recent reform (The new Frameworks): Rationale

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Presentation Outline

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  1. The New Frameworks for Teacher Education in Israel: Rationale, Conceptual Perspectives, Guidelines and ImplementationTamar Ariav, Beit Berl Academic CollegeMOFET Institute, December 10th, 2008

  2. Presentation Outline • Introductory remarks • The recent reform (The new Frameworks): • Rationale • Guiding principles • The main decisions • The implementation process

  3. Introduction: Teacher Education Structure

  4. Introduction: Contextual Problems and their Impact on TE • Unrealistic social expectations from TE • Declining status of the teaching profession • Massification of higher education • Teacher attrition, aging teacher workforce • Dual TE system – large variance in requirements • Too many TE programs – financial crisis • Objection to reform TE • Mixed messages by The Minisrty: Academization vs. deregulation • “Sectorialization” of TE • New understandings of teacher development (LLL, CPD) 12 committees on TE with relatively low impact! Etziony Committee (1979)  academization of TE (1981)! Ben-Peretz (2001) and Dovrat (2004) committees recommended to cut the number of teachers colleges, transfer them to the PBC of CHE and strengthen the academization of TE Dropping numbers of student teachers candidates, declining quality

  5. The Recent Reform • CHE committee on teacher education frameworks (May 05 – November 06) “develop a framework for all TE institutions” • CHE committee on implementation of the frameworks (Jan 07 – Jan 2012) “assist the implementation process, follow up on progress and propose authorization of the programs to the CHE” Comment: both committees were composed of representatives from the CHE, The Ministry of Education, Universities and Teachers Colleges

  6. The Rationale of the Reform

  7. The Frameworks Committee: Underlying Principles TE as an academic area LLL/ CPD The professional teacher, first teacher then teacher for…. Need to attract quality candidates Need for a unified framework for all programs Importance of institutional touch (flexibility) TE curriculum emphasis on: subject matter knowledge substantial field experience (partnership models) integration within and between program components six core themes

  8. New Frameworks: Main decisions

  9. The New Frameworks: Main decisions 4 tracks for TE • Concurrent undergraduate studies for degree + teacher certification (B.Ed., B.A., B.Sc.): 90-96 credits composed of 60 credits for baccalaureate (at least one major in subject taught in school) + 30-36 for TE studies, 4 years 2. Academic PGTC: 24-30 credits in TE studies with academic status, 2 years 3. Concurrent graduate studies for degree + teacher certification (M.Teach.): 30 - 36 credits, 2 years 4. Special programs for high quality candidates: • Acceleratedcertification (derived from #2), 1 year • Accelerated B.Ed.+ graduate studies leading to M.Ed., 5 years

  10. New Frameworks: Main decisions TE Structure Flexibility, institutional choice

  11. New Frameworks: Main decisions • : Core Themes Core Themes • Social-moral aspects of the teacher’s work • Language across the curriculum • Cognitive-affective-social development of children and youth • Theories and approaches in teaching and learning, including ICT • Planning, organizing, managing and evaluating student learning, in relation to the Ministry’s policies • Addressing the needs of students with special needs and social-cultural diverse backgrounds

  12. New Frameworks: Main decisions Other decisions • Faculty in TE programs • Entrance requirements into TE • Graduation requirements from TE • Institutional threshold criteria • Implementation policies

  13. The Implementation Committee

  14. Summary “The Reform” • Is the first national reform for all institutions* • Is planned with support in the implementation process • Is evaluated by an independent agency It is hoped that this reform will: • Address the problem of teachers’ shortage • Increase the quality of beginning teachers • Help retain novices in the profession • Advance the status of the teaching profession

  15. Thank You

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