Global Rhetoric, Local Policy: Teacher Training Reform in Israeli Education

1991 ◽  
Vol 5 (2) ◽  
pp. 178-192 ◽  
Author(s):  
Esther E. Gottlieb
Keyword(s):  
Teacher Training ◽  
Local Policy ◽  
Israeli Education

scholarly journals Development of Teachers’ Professional Identity as a Second Career in the M.Teach Program as a Lever to Empower the Future Education System

2022 ◽  
Vol 11 (2) ◽  
pp. 35
Author(s):  
Eitan Simon
Keyword(s):  
Teacher Training ◽  
Identity Development ◽  
Professional Identity ◽  
Student Teachers ◽  
Education System ◽  
Radical Change ◽  
Future Teacher ◽  
The Future ◽  
Teacher Training Programs ◽  
Israeli Education

The Dovrat Committee (2004) in Israel, pointed up the need for radical change in teacher training programs and recommended introducing school reform programs, such as the New Horizons and the Courage to Change reforms, implemented in the Israeli education system over recent years. The article reviews future teachers’ needs that necessitate changes in the education provided by teacher training colleges. It describes research examining teachers’ professional identity development and desirable characteristics for the future teacher. Participants were 23 student-teachers studying in an M.Teach degree course. The research investigated their attitudes and perceptions concerning the image of the future teacher.

Teacher training in graduate endodontic programs

1981 ◽  
Vol 45 (9) ◽  
pp. 591-592
Author(s):  
W Burrell ◽  
MM Lee
Keyword(s):  
Teacher Training

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

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