Teachers as Involved Intellectuals in Society and the Community: A Democratic Civic Education Model

By Esther Yogev Yogev and Nir Michaeli.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 16, Issue 2, pp.129-142. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.210MB).

Dr. Esther Yogev Yogev

Dean of the School of Education, The Undergraduate Division of the College, Kibbutzim College of Education, Tel Aviv, Israel

Dr. Esther Yogev is a Senior Lecturer and Dean of the School of Education at the Kibbutzim College of Education In Tel Aviv, Israel. Dr. Yogev has majored in the history of industrial work relations in the United States. Her PH.D thesis: “Ethics and Social commitment Versus the ‘Right to Manage” conducted at Cornell University through the Fulbright Program. Dr. Yogev lectured 10 years as an Adjunct Professor at the History Department at Tel-Aviv University. At present, Dr. Yogev is conducting a study of the development of history education in Israel and the world, and is endeavoring to conceptualize the problemacity of that field. Dr. Yogev focuses on theories and methods of teaching history in societies in the midst of war and conflict, and is in search of pedagogical models and didactic approaches to contend with such crises. In addition to various articles on her subjects, Dr. Yogev has published two books: Histories, Towards a Dialogue with the Israeli Past, (2002), Tel-Aviv, Babel Publishers (with Eyal Naveh), (in Hebrew); and General Knowledge and Culture Infrastructure: Challenges and Objectives in Teacher Training and Higher Education (Jan. 2008), Tel Aviv, Mofet Institute (with Nimrod Aloni, Dorit Hop, and Ilana Avisar), (in Hebrew).

Dr. Nir Michaeli

Head of the Education Department, Undergraduate Department, School of Education, Kibbutzim College of Education, Tel Aviv, Israel

Nir Michaeli is the head of education department at the Kibbutzim College of Education in Tel Aviv, Israel. He has majored in the history and philosophy of education and interested in progressive and non formal education. His PH.D thesis: “People for tomorrow: The New Israeli Communal Groups-Intentional Communities or Signs of Labor Movement revival” conducted at Tel Aviv University. In the past was the general manager of an Israeli Youth Movement and graduated at The Mandel Institute for Educational Leadership. He has published various articles focusing on social actual and theoretical aspects of education.


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