Maureen Rajuan

• Dr.
• Achva Academic College

In our context student teachers are called ‘teaching flowers’ in Hebrew, alluding to the process through which teacher candidates are nurtured toward their eventual blooming. This process is a challenging one for teacher educators, who must prepare future teachers to cope with a multitude of changing roles and job descriptions (Ben-Peretz 2001). As...

The perceptions of the role of the pedagogical advisor are multiple and diverse. This amorphous situation places importance on the sense of self-efficacy among those filling this role. Examined in this study was what pedagogical advisors perceive as factors affecting their professional self-efficacy through in-depth interviews of 10 experienced ped...

This study is based on data from teachers’ research reports in the context of an in-service workshop for professional development for teachers of the bilingual-integrated Palestinian–Jewish Schools in Israel. We used conventional qualitative methods, looking for patterns and thematic issues of relevance, which were then coded to allow for further a...

Following worldwide trends in an effort to combat attrition rates of novice teachers, mentoring of new teachers has become a common practice. However, not all experienced teachers have the supervision and leadership skills necessary to guide new teachers through their first difficult year. In order to solve this problem, various programs have been...

The purpose of this study was to investigate how teachers of the integrated bilingual Palestinian–Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. Field notes from an in-service training workshop were analyzed according to three levels of the teaching co...

This study focuses on 20 mentoring pairs in an Israeli teacher training program in order to determine in which ways matched and mismatched expectations of the role of the cooperating teacher between student teachers and cooperating teachers contribute to different opportunities for learning to teach. Perceptions of learning reported in student teac...

This article presents research on an intercultural project supervised by teacher trainers and implemented by two Jewish student teachers in a Bedouin school in the south of Israel The student teachers developed and taught an English language unit on the differences and similarities between Jewish and Arab cultures for the purpose of promoting inter...

This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching kn...

Student teachers and teacher educators view the practicum experience as the most significant aspect of learning to teach. Student teachers regard the relationship with their cooperating teachers as the most important part of the fieldwork experience. However, what student teachers learn about teaching practice from their cooperating teachers remain...

This study focuses on similarities and differences in expectations of cooperating teachers and student teachers in the initial stage of the mentor relationship in the context of an Israeli practicum program for pre‐service student teachers. These expectations, particularly when they conflict, can serve as major obstacles to the formation of context...

This paper discusses the reluctance of Israeli inservice teachers to assume the role of mentor to student teachers in their classrooms, proposing an alternative Professional Development School (PDS) model as a starting point for rethinking ways to recruit teachers into this role. In this model, two student teachers assume full responsibility for 1...