309 | Abstract

The transition from the tradition practicum model to the partnership model: Merely a slogan or an urgent need?

Salman Ilaiyan, Alexandra Daniel-Sa'ad This article describes the process of changing the pedagogical instruction model undergone by the team of pedagogical instructors at the Academic Arab College for Education in Israel while focusing on their perceptions of their role as pedagogical instructors, and how they implemented it in practice. This learning process is documented and studied.

The main research objective was to examine the effect of the course"College - School Partnership Model" on the conceptual and practical change in the role of pedagogical instructor, and the creation of a sense of urgency to change the instruction model. The main research question was: "To what extent has the training program according to the PDS model contributed to the professional development of pedagogical instructors and aroused a sense of urgency to change the instruction model?"

The study involved 28 pedagogical instructors and three position holders. The research tools consisted of a questionnaire that was developed for this study, containing specific questions - some closed and some open - relevant to the subject, and semi-structured interviews with the position holders. The study findings indicated that the contents of the training course significantly affected the creation of a sense of urgency to adopt the cooperative model, contributed to the professional development of the participating instructors, and triggered their motivation to continue their training in the future.

The conclusions demonstrate that the structured professional development program, in conjunction with the clear vision on the part of the team leading the change, contributes to the instructors' commitment to and responsibility toward change.

Keywords: change assimilation, pedagogical instructor, professional development.

E-mail: salman@macam.ac.il alexandra@macam.ac.il

56דפים | 310

The role of the steering committing in leading the PDS policy

Tili Wagner, Aviva Klieger

The steering committee is one of the organizational structures established in professional development schools )PDS( in order to strengthen the partnership between the school and the college of teacher education. The purpose of this study is to examine the development of utilizing steering committees in order to lead PDS policy.

A content analysis of the protocols of steering committees over 10 years was performed, yielding categories and subcategories. The findings indicate: A steady increase in the number of partner schools, representatives, and officials; Changes in the characteristics of the protocols' contents from a focus on procedures to a focus on needs in the field, from ad hoc troubleshooting to long-term systemic planning, from passivity to activity on the part of the school staff, and from realizing solely the interests of the college to realizing the mutual interests of both the college and the school. The findings reinforce the importance and contribution of the steering committee in structuring and implementing the partnership policy in the PDS.

Keywords: partnership, steering committee.

E-mail: tiliw@beitberl.ac.il aviva.klieger@beitberl.ac.il

311 | Abstract

A partnership story - alignment and essence: Advancing science and technology teaching in a

school-college partnership

Ilana Ronen

The article examines a three-year school–college partnership focusing on advancing the teaching of science and technology in school. The first two years of the partnership describe the impact of school–college organizational and personal changes )alignment( on goals and content achievements )essence(. The participants hailed from the college and from the school and included two pedagogical instructors, an academic advisor, six pre-service students specializing in science education, six in-service teachers, and the school principal. The participants were all involved in the planning and execution of the study process. Data were collected by means of interviews with the participants conducted by the researcher at the end of each of the two years of partnership. The participants' perception of the contribution of the partnership to the development and advancement of science teaching at school indicated difficulties during the first two years of the partnership.

The research suggests referring to the partnership as a holistic way of life that entails an interactive combination of organizational aspects )alignment( and goals and content achievements )essence(. Improving tolerance for ambiguity and fostering interaction between the partners is recommended for establishing a common school–college partnership culture.

Keywords: partnership culture, science and technology teaching.

E-mail: klima.ronen@gmail.com

56דפים | 312

A long-term partnership between college of education and a special education school

Gilada Avissar, Gila Vogel

This article describes a partnership between a college of education and a special education school for pupils age 3-11 with severe developmental disabilities. Many of the elements in this partnership resemble those in Professional Development School )PDS( models. Data were collected from 38 participants by means of interviews and questionnaires. The research questions focused on the manner in which the various participants perceived the partnership as well as on its contribution and its impact. Findings focus on the differences between those in "leadership" positions and those who were involved on a more daily basis, on the ways in which the partnership impacted the participants, and on factors that fostered or impeded the partnership. The discussion section emphasizes the cyclical nature of this unique partnership and the role of the researchers in this type of study.

Keywords: developmental disabilities, partnership, special education school.

E-mail: gavisar@beitberl.ac.il vogeldov@netvision.net.il

313 | Abstract

Narratives of participation in a college-school partnership: A case study

Hanna Ezer, Tami Reuveni, Nurit Meyrav, Hayuta Regev

The research describes a case study of a partnership between a college of education and an elementary school in a city in central Israel. The case study is described from the point of view of four groups of participants involved in forming the partnership: )a( instructors from the college; )b( the school principal and assistant principals; )c( mentor teachers at the school; and )d( math and English student teachers. Each group created a "narrative of participation" based on the view of its part in the process of forming the partnership. The narratives expose concepts significant to the process, the core of the story, the perceptions of instruction, and the perceptions of the partnership's success. The research results indicate that the diverse voices of the participants in the partnership blend together into a single voice - one that expresses adjustment to a new culture. The narratives point to the creation of a new school reality that facilitated the development of a successful college-school partnership. Nevertheless, the groups differed in their views of the factors contributing to the success. The research also indicates that the partnership is geared toward a third culture and contributes to it. In such a culture, each institution retains its own unique identity; at the same time, common attributes that are expressed through responsibility, commitment, and mutual ties are generated.

Keywords: case study, narratives of participation, third culture.

E-mail: hezer@levinsky.ac.il tamir@levinsky.ac.il nuritm@levinsky.ac.il hayutaregev@013.net

56דפים | 314

Teaching against their will: Difficulties and motives of the mentor in the Professional Development School )PDS(

Saami Mahajna, Adnan Yassin, Ali Wated, Mohamed Mohsen

The present research examined the perceptions of Arab mentors from the Academic Institute for Arab Teacher Education at Beit Berl College regarding their role in the PDS system as well as their contribution to and benefit from their work as mentors. The study involved 56 teachers )about 60% of the mentors at the Institute(. The findings revealed that there were almost no motives that encouraged the teachers to opt for the tutoring role, and that the main reason underlying their acceptance of the position was the fact that they were approached by highly influential people - such as the school principal - with a request to accept it. In addition, the main difficulties faced by the mentors were organizational rather than interpersonal. The results also demonstrated that the mentors' contribution to the students on the professional level was greater than their contribution on a personal level. In addition, a negative correlation was found between the level of teaching self-efficacy and interpersonal and organizational difficulties.

Keywords: mentor, Arab teacher education.

E-mail: saami.mahajna@beitberl.ac.il adnan99@walla.com aliwated@beitberl.ac.il mohsen@beitberl.ac.il

315 | Abstract

The discourse of pedagogical instructors in a community of practice in the Professional Development School )PDS(

Ilana Dror, Orit Dahan

The article describes the types of discourse employed by pedagogical teachers in a community of practice in the PDS model of teacher education in three junior high schools in the center of Israel. A study of the discourse permits focus on and critical observation of what occurs within communities of practice. The discourse is examined through Sinclair and Coulthard's tool )1975( and Costa and Garmston's model )1994(. The findings reveal that the types of discourse most frequently engaged in among pedagogical teachers in communities of practice are mostly characterized by interactions such as providing information and giving instructions. Another finding relates to the infrequency of interactions directed toward structuring knowledge and asking questions. This is significant because it demonstrates that teaching based on constructionist principles exists to a limited extent in the discourse that occurs in communities of practice. There is little evidence of the type of discourse that is directed toward support. These findings are particularly interesting in view of the fact that they cut across disciplines and contexts.

Keywords: community of practice; discourse analysis; teacher educator.

E-mail: ilana56@zahav.net.il speedi@zahav.net.il

56דפים | 316

Characteristics of native and immigrant mentor teachers who teach in professional development schools

Aviva Klieger, Anat Oster

There are two types of mentor teachers in the professional development schools )PDS( system: teachers who were trained to teach via the traditional method )"immigrant mentor teachers"( and teachers who were trained via the PDS model )"native mentor teachers"(. These concepts derive from the technological domain whereby digital natives are those who were born into technology, while their teachers are digital immigrants to this world. In the present research, we examined whether differences exist in the perception of the role and the requisite traits of immigrant and native mentor teachers, and how their training influences these perceptions. Interviews were held conducted with immigrant and native mentor teachers.

The findings indicate differences in the way the mentor teachers perceived their role: Native mentor teachers viewed their main role as being caring and open, serving as a role model, and building a relationship of trust, cooperation, and openness with the student teachers. Immigrant mentor teachers viewed their main role in developing pedagogical content knowledge.

Keywords: mentor teacher, teacher education.

Email: aviva.klieger@beitberl.ac.il anato@beitberl.ac.il

317 | Abstract

"The sweet bond": Students describe collaboration and teamwork during their practicum in the PDS framework

Bilha Bashan, Rachel Holsblat

Policy makers and researchers emphasize the importance of the integration of curricula illustrating collaboration and teamwork during teacher education. However, researchers claim that there is a dearth of research addressing models of training in which groups of students work together as peers in a group. The present research is an evaluation study for a practical experience program combining principles for development of teamwork and collaboration in the PDS framework. The research objective was to understand how processes of teamwork and collaboration develop among the students themselves and between them and the school's educational staff. The research is a qualitative-ethnographic study based on the phenomenological perspective. Data were collected over three years by means of student journals and the journal of one of the researchers )the instructor(. Findings indicated that the process undergone by the students characterizes stages in the development of teamwork. The findings were anchored in a theoretical teamwork model taken from the business field. There is evidence of the development of collaboration and teamwork ability among the students as a group and between them and the school staff as well as the emergence of feelings of responsibility toward and belonging to the school on the part of the students.

Keywords: collaboration, teacher education, teamwork.

Email: bilhaba@walla.com rachelhol@walla.com

56דפים | 318

Satisfaction of students who are trained according to the PDS model from the practicum

Raed Zedan, Salman Ilaiyan

The study described in this article examined the assimilation of the teacher education program according to the PDS model at the Academic Arab College for Education in Israel – Haifa. The participants consisted of 83 students, 35 of whom were trained according to the teaching program based on the PDS model, and 48 of whom were trained according to the traditional model. The study examined the students' satisfaction from the practical training.

The findings yielded by the interviews with the students belonging to the first group indicate the students' high degree of satisfaction with the practicum, its timetable, and its efficiency in making the most of the teaching days and the informal teaching activities in which they participated.

The students reported a high degree of satisfaction with the cooperation between the pedagogical instructor and the mentor teachers. On the other hand, they expressed a medium degree of satisfaction with the extent of cooperation among them, the school principal, and the school teaching staff.

The quantitative findings foreground obvious differences between the two groups as regards their satisfaction with the components involved in the partnership system.

Keywords: mentor, practical training, teacher educator.

Email: raedzedan248@gmail.com salman@macam.ac.il