The objective of this research study was to identify the factors affecting the professional characteristics of teacher educators by comparing two models of teacher education. The research findings revealed four major focal points that have an impact on professional characteristics: the operational model adopted by the institution where teacher educators work; the breadth and depth of teacher educators’ research and scholarship and the degree to which such scholarship is required as part of the assessment criteria; the cooperation between the training institution and the practical field (i.e., the schools where the students do their practice teaching); and the informal relationships between teacher educators and their students. The novelty of the study resides in the fact that these points affect teacher educators’ professional characteristics and that focusing on these characteristics facilitates a comprehensive view of methods, tools and directions that may expedite the professional development of teacher educators.
The question of Israel is indeed a vexing one. Many of us who remember Israel before 1967 and who were raised on Leon Uris’ Exodus and Otto Preminger’s film version of that mythic novel must remember that our students only know a much complex Israel, more Western, economically stable, and also mired in managing a 45 year occupation. Many students may ask why Israel should be important at all, or why they should learn about Israel when Israelis learn almost nothing about the contemporary diaspora. Many will argue that Israel does not embody the democratic values they learned were sacred in America.
I think the question “why Israel?” should be an operative one in Jewish education today. We may take that for granted but they may not. Their experience is very different than ours. Assuming Israel is or should be a central part of American Jewish identity formation is more indoctrination than education, at least along the lines Lehmann suggests. Can Jewish education in American today have room for Jewish non-Zionism or even anti-Zionism? If not, why not? I think the Israel curriculum in American Jewish education is in dire need of reformation. It rests on a foundation that is simply outdated and does not speak to the reality of Israel today. The question “How do we teach Israel as a centerpiece of Jewish identity?” should include, in my view, the question “Why teach Israel as a centerpiece of Jewish identity?” allowing for contesting viewpoints and arguments.
Chertok, Fern, David Mittelberg, Dinah Laron, and Annette Koren. “Identical, Fraternal, or Separated at Birth: A Case Study of Educator Teams Within American-Israeli School Twinning.” Journal of Jewish Education 79.4 (2013): 414-431.
School-to-school collaboration has emerged as a key paradigm for fostering personal and institutional connections between Israeli and Diaspora youth, educators, and schools. Using the findings of a multi-year case study of a high school level twinning initiative, this article describes the challenges to this form of transnational collaboration and takes the first steps to articulating a theory of intervention of Israeli-Diaspora school twinning at the organizational level. The article suggests two processes, collaborative capacity and cultural competence, critical to development of positive and productive relationships in school partnerships. Institutional twinning is suggested as the goal of these interventions at the organizational level.