This article presents a uniqe model for teacher training which was developed at the Kibbutzim College of Education in Tel Aviv. The model is directed creates a comprehensive concept for training teachers to serve as involved intellectuals in the community. Teachers acting in this fashion are those whose professional identity leans on robust intellectual self-esteem, a culture of active concern about other people, awareness of social activism and a commitment to public activity.
The model has taken shape over the last two years at the Kibbutzim College of Education. It began as an overall conceptual system containing a guiding rationale and practical experience of various types that are part of appropriate academic teaching and attendant research observation.
This article will describe the model from its theoretical and applicatory aspects, and will comprise three main parts: The first part presents the Israeli social, cultural and educational contexts in which teacher training takes place and its effect on forming the professional identity of its graduates. The second part presents a theoretical outline of the characteristics of the educator acting as an involved intellectual while employing the ideas of Antonio Gramsci as a basis to validate teacher training which intensifies the sense of professional capability in novice teachers. The third part presents the main points of the change introduced into the training in two parallel application parameters: expanding the students’ experiential frameworks in the community and changes in the academic syllabi and campus life. The preliminary findings of the accompanying study present the influence of the change on the perceptions of novice teachers.
|Keywords:||Pre-Service Teacher Training, Antonio Gramsci, Intellectual Self-esteem, Service Learning, Pedagogic Activism, Teachers as ‘Involved Intellectuals’, College of Education|
Dean of the School of Education, The Undergraduate Division of the College, Kibbutzim College of Education, Tel Aviv, Israel
Head of the Education Department, Undergraduate Department, School of Education, Kibbutzim College of Education, Tel Aviv, Israel
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