Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

Authors

  • Tamar Ketko

Keywords:

Generic studies; Interdisciplinary; Pedagogical attitudes; Professional training

Abstract

In the 21st century, generic methods and synergetic learning have been widely embraced in the areas of pedagogical and professional studies. It is crucial, especially in school-activity environments that involve technology and digital knowledge. Those who are capable of studying in teams and who promote ‘collective intelligence’ are likely to become influential and inspiring students and teachers. By understanding aligned visions from different viewpoints, students and teachers can maximize their efforts and talents. The idea of collective teacher efficacy (CTE) positively affects student outcomes and therefore is an essential tool in teacher training and practices. We live in the ongoing dynamics of integrated diverse thoughts, methods, disciplines, and activities. To create a better ecology for qualitative existence, numerous scholars and teachers, seek to devise necessary changes in education and social initiatives. In a world split by regimes and values, dealing with conflictual dilemmas is inevitable: preserving classical methods on the one hand, and encouraging innovative attitudes on the other. These contradictory approaches raise critical didactical questions about training future teachers and educators without prejudicing their fundamental essence. This article presents a three-years research of a group of students, at the Kibbutzim College of Education, Tel Aviv, who were trained to become professional teachers in the humanities, and their pedagogical eco-systems. It discusses some dilemmas about progressive school methods and focuses on some of the advantages and disadvantages of the generical attitudes in their practical work, regarding the gap between their first year of studying and the first year of teaching.

https://doi.org/10.26803/ijlter.19.8.1

References

Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124. https://doi.org/10.1007/s10833-005-1298-4

Alammary, A., Sheard, J., & Carbone, A. (2014). Blended Learning in Higher Education: Three Different Design Approaches. Australasian Journal of Educational Technology, 30(4), 440 – 450. https://doi.org/10.14742/ajet.693

Ashton, P. T. (1996). Improving the Preparation of Teachers. Educational Researcher, 25(9), 21–35. https://doi.org/10.3102/0013189X025009021

Bauder, J., & Rod, C. (2016). Crossing the thresholds: Critical information literacy pedagogy and the ACRL framework. College & Undergraduate Libraries, 23(3), 252–264. https://doi.org/10.1080/10691316.2015.1025323

Brophy, J. (2006). Observational Research on Generic Aspects of Classroom Teaching in P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 755–780). New Jersey: Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9780203874790.ch33

Bergman, M. (2018). A Knowledge Representation Practionary - Guidelines Based on Charles Sanders Peirce. New York: Springer International Publisher. https://doi.org/10.1007/978-3-319-98092-8

Carlson, D. (2017). Teachers in Crisis: Urban School Problem and Teachers' Work Culture. New York: Routledge.

Christianakis, M. (2010). Collaborative Research and Teacher Education. Issues in Teacher Education, 19(2), 109-125.

Calarco, J. (2019). Social Class and Student-Teacher Interactions in T. Domina, B. G. Gibbs, L. Nunn & A. Penner (Eds.). Education and Society – An Introduction to Key Issues in the Sociology of Education, (pp. 96 – 110). California: University of California Press. https://doi.org/10.2307/j.ctvpb3wn0.11

Doolittle, A. (2015). The best of Many Worlds: Methodological Pluralism in Political Ecology. In L. B. Raymond (Ed.) The International Handbook of Political Ecology, (pp. 515 – 529). Northampton: Edward Elgar Publications. https://doi.org/10.4337/9780857936172.00047

Freire, P. (1997). Teachers as Cultural Workers – Letters to Those Who Dare Teach. New York: Routledge, Westview Press. https://doi.org/10.4324/9780429496974

Fullan, M. (2016). The New Meaning of Educational Change. New York: Routledge and Teachers College Press. https://doi.org/10.1007/1-4020-4451-8_12

Gamoran, A., & An, B. P. (2016). Effects of school segregation and school resources in a changing policy context. Educational Evaluation and Policy Analysis, 38(1), 43–64. https://doi.org/10.3102/0162373715585604

Goleman, D. (2006). Social intelligence: The new science of human relationships. New York: Bantam Dell.

Goodman, A., Joshi, H., Nasim, B., & Tyler, C. (2015). Social and emotional skills in childhood and their long-term effects on adult life. Washington: Institute of Education.

Griffin, P., & Care E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. New York: Springer.

Grollios, G. (2016). Paulo Freire. New York: Routledge.

Hannon, V., & Peterson, A. (2017). Thrive: Schools Reinvented for the real challenges we face. London: Innovation Unit Press.

Hattie, J. (2015). What Doesn’t Work in Education: The Politics of Distraction. London: Pearson.

Hattie, J. (2016). The applicability of Visible Learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1),79–91. https://doi.org/10.1037/stl0000021

Nir, A., Ben David, A., Bogler, R., Inbar, D., & Zohar, A. (2016). School autonomy and 21st-century skills in the Israeli educational system: Discrepancies between the declarative and operational levels. International journal of educational management, 30(7), 1231-1246. https://doi.org/10.1108/IJEM-11-2015-0149

Paniagua, A., & Istance. D. (2018). Teachers and designers of learning environments: The importance of innovative pedagogies. Paris: Center for Educational Research and Innovation, OECD. https://doi.org/10.1787/9789264085374-en

Plucker, J., Clint K., & Dilley., A, (2019). What we know about collaboration" In E. Eisenberg & O. Selivansky-Eden (Eds.). Adapting Israel's Education System for The Challenges of the 21st Century, (pp. 31 – 42). Jerusalem: The Israel Democracy Institute.

Ravitch, D. (2016). The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic Books.

Rosiek, J., & Kinslow, K. (2016). Resegregation as Curriculum: The meaning of the new segregation in U.S. public schools. New York: Routledge.

Rothstein, R. (2017). The color of law: A forgotten history of how our government segregated America. New York: W. W. Norton.

Sahlberg, P. (2015). Finnish lessons. What can the world learn from educational change in Finland? New York: Teachers College Press. https://doi.org/10.17323/1814-9545-2014-4-260-268

Sahlberg, P. (2018). Finnish ED Leadership: Four Big, Inexpensive Ideas to Transform Education. Carolina: Corwin.

Schofer, E. (2019). The Growth of Schooling in Global Perspective. Education and Society – An Introduction to Key Issues in the Sociology of Education, 8–22. https://doi.org/10.2307/j.ctvpb3wn0.5

Tamir, Y. (2015). Who's Afraid of Equality? Education and Society in Israel. Tel Aviv: Yedioth Ahronoth and Chemed Books. [Hebrew]

Virtanen, A., & Tynjälä P. (2019). Factors Explaining the Learning of Generic Skills: A Study of University Students’ Experiences" Teaching in Higher Education, 24 (7), 880-894. https://doi.org/10.1080/13562517.2018.1515195

Downloads

Published

2020-08-31