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... trend continued beyond the 1990s, with general academic colleges surpassing universities in attractiveness, leaving all teacher education colleges -secular Jewish, religious Jewish, and Arab -at the bottom. Figure 1 presents the number of students in the different types of institutions from 1988 until 2023 (Central Bureau of Statistics 2024). ...
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The article presents the results of the analysis of current trends in the development of education in Israel, in particular, a thorough analysis of individual in-service training programs for mathematics teachers in Israel. As part of the educational reform in Israel, a scheme of in-service training for teachers after graduation and gaining certain professional experience was developed. Accordingly, in order to ensure a high level of quality of the educational process, teachers should carry out lifelong learning, adapt to new educational requirements, integrate innovative teaching methods into their own activities, actively participate in professional communities, and collaborate with colleagues. The facts presented in the study indicate that the in-service teacher training programs in Israel have significant differences compared to those in Ukraine and deserve to be studied in terms of their organization and implementation. It is concluded that there are certain features of the Israeli education system that should be taken into account in order to use their individual principles in the Ukrainian system of postgraduate education. It is established that an important component is the cooperation between educational institutions, universities and research centers, which contributes to the constant updating of teachers' knowledge in accordance with modern scientific achievements.
This study explored the evolution of professional perceptions guiding teacher training in Israel, examining two alternative explanations for their dynamic development: the first one focuses on the modernisation of professional perceptions, drawing on Hargreaves’ theory of the four stages of teacher professionalism; the second delves into the cyclical nature of liberal and conservative trends in education, based on Cuban’s theory of cyclical changes in education. To gain a deeper understanding of the driving dynamics behind historical changes in professional perceptions of teacher training in Israel, we conducted a survey involving 312 teachers. Using a newly developed quantitative tool for assessing professional perceptions, we examined teachers’ views on the professional principles underlying their training from 1960 to 2020. The research findings offer empirical support for the cyclical dynamics of change in professional perceptions. The uniqueness of the research lies in its combination of theoretical frameworks, providing alternatives for understanding historical dynamics in professional perceptions. These innovations may serve as a foundation for future research efforts and illuminate the complex dynamics of changes in teacher education worldwide.
