Authors: Etan Bloom and Liat Josefsberg Ben-Yehoshua
Press here for the full text in Hebrew
Abstract:
This three-part literature review addresses the conceptualization of resilience, strategies for developing resilience, and the local case of resilience among teachers in Israel. The first part, the conceptualization of resilience, specifically among teachers and education personnel, details definitions of resilience, the difference between resilience in times of crisis to everyday resilience, and observations regarding teachers’ resilience. Teachers’ resilience is a structure consisting of individual and contextual factors, which will be described in formal and nonformal relationships, self-efficacy, humor, care, emotional intelligence and listening. This part will conclude with a description of management’s function and that of the school culture in building teachers’ resilience. The second part will deal with worldwide strategies for developing resilience among teachers and education personnel during teacher education. Finally, in the last third part, we will deal with teachers’ resilience in the Israeli context and assess the ways of instilling resilience in Israeli colleges for education.
Authors: Barak Bar-Zohar, Liat Josefsberg Ben-Yehoshua and Orit Avidov-Ungar
Press here for the full text in Hebrew
Abstract:
The current analytic literature review examines an innovative framework for evaluation and assessment of educators’ digital competency named: Digital Competence of Educators (DigCompEdu). This framework was developed by the European Commission and is considered highly prominent in the field of evaluation and assessment of educators’ digital competency. This literature review leans on 157 empiric articles which examine the DigCompEdu framework and its’ accompanied selfreported online questionnaire on students, teachers and teacher-educators. This research was conducted in different countries, such as: Argentina, Chile, Colombia, Ecuador, Mexico, Morocco, New Zealand, Peru, Portugal and Spain. The current review displays comprehensive theoretical background covering the fields of: Professional development and digital professional development and its’ relevant potential participants and practitioners: Teacher educators, student teachers and inservice teachers. Concurrently, this review outlines differences between traditional face-to-face digital professional development and online-virtual digital professional development and addresses the notion of personalization in digital professional development.
Authors: Etan Bloom and Liat Josefsberg Ben-Yehoshua
Press here for the full text in Hebrew
Abstract:
Following a short introduction on the historical relations between theatre and education, the first part of this review presents the skills and abilities which theatre could develop, enhancing students’ cognitive, emotional, and social proficiency. Various theatre pedagogies are next presented, detailing their particular function and the historical-pedagogical contexts in which they were developed, followed by the different uses of theatre in the education system, with examples from teaching history and science. The second part of the review addresses innovations in the field of professional education, including a discussion of the ways the digital age influences the professional theatre-education methods of perception and practice, and addresses assessment and evaluation of theatre students.
Authors: Billy Mor and Liat Josefsberg Ben-Yehoshua
Press here for the full text in Hebrew
Abstract:
Human-resources management is the prism through which the current review examines the research literature regarding human-capital development of teachers in schools, with an emphasis on the team and the organization. Underlying this examination is the understanding that teachers are the most significant factor both for students and for having successful education systems. Noting the changing perception of teaching-staff development in schools, the review includes an examination of the development of the field of human-resource management (HRM) and of the concept of human capital in education over the years, and revealing only little integration between them. The paucity of research on HRM management in school led us to a broader review of organizational research, from which to draw models for the school system. The models focus on the psychological and professional needs of the employees/teachers in the organization – engagement, autonomy, well-being, a climate of trust and learning, training, and professional development. These needs must be strategically inherent within the HRM system, based on the approach that optimal management and development of the organization’s employees will lead the entire system to prosper. The researchers proposed universal principles for HRM, noting that theoretical and research-based principles are essential for creating and implementing an HRM system, as is the specific context. The context – the specific organization and its specific goals, policy, and people – adds up to the natural complexity of systems and their people. This complexity also reinforces the importance of employees who are qualified to manage human-capital development effectively and efficiently in schools.
Authors: Barak Bar-Zohar and Liat Josefsberg Ben-Yehoshua
Press here for the full text in Hebrew
Abstract:
Teacher recruitment is the subject of this analytic literature review, in which recruitment strategies, models, approaches, and methods are identified, examined, and outlined. To categorize them, two schemes were chosen – motivations and instruments. Motivation is divided into intrinsic and extrinsic, and instruments include innovative, digital, and marketing instruments, as well as alternative and inter-personal instruments.
In Israel and worldwide, noteworthy recruitment strategies have been introduced. Such programs provide practical and efficient recruitment strategies, based on supply and demand prediction, data collection enhancement, principals autonomy expansion, and new media usage for administrative needs and marketing goals.
Specifically, the review presents theoretical background pertaining to STEM teacher recruitment worldwide and in Israel, addressing teacher shortages, employee recruitment, teacher recruitment and second-career teachers. The Discussion and Conclusion suggest practical implications and recommendations for recruiters, schools, principals, superintendents, and all those involved with STEM-teacher recruitment, with emphasis on recruiting former hi-tech professionals.
This analytic review offers relevant theoretical background to teacher recruitment worldwide and in Israel, addressing teacher shortage, employee recruitment, teacher recruitment and second-career teachers. To sum, the current review proposes discussion and conclusion and points out practical implication and recommendations for recruiters, schools, principals, superintendents, and other individual or bodies in the field of teacher recruitment.
Authors: Etan Bloom and Liat Josefsberg Ben-Yehoshua
Press here for the full text in Hebrew
Abstract:
This review proposes a conceptual, theoretical, and practical mapping of resilience. In Chapter 1 resilience is defined and its modes of representation in research and theoretical aspects detailed. The concept of resilience has evolved – its objects changing from focusing on psychological and internal aspects to looking at environmental and social factors. In Chapter 2, the factors that create resilience are described and analyzed, in a detailed list that includes protective factors, each of which paves a path to resilience. The research literature divides these factors into personality factors and environmental factors, which include a wide range of relationships with the environment and perceptions, including listening, reflectivity, optimism, emotional intelligence, and a sense of humor. The theme of Chapter 3 is resilience as a multi-system. Here the discussion is on the importance of cooperation between an individual’s circles (family, school, community) and creating space in which resilience can evolve. Teachers’ resilience is also discussed, because if teachers are to impart resilience to students they themselves must have it; just as there are protective factors for students so there are protective factors for teachers. Chapter 4 offers a variety of practices and applied tools for teaching resilience and for developing the students’ protective factors, all aimed at strengthening certain components of resilience such as classroom relationships, social and emotional abilities, critical thinking, as well as concentration, meditation, and breathing exercises.
Authors: Barak Bar-Zohar and Liat Josefsberg Ben-Yehoshua
Press here for the full text in Hebrew
Abstract:
The current analytic literature review focus upon the emergence of innovation centers within the field of education. This review analyzes the concept of innovation in education, presents four model of innovation centers in education (governmental, school-based, private and municipal) and defines additional relevant terms, such as: adaptability, creativity, entrepreneurship, sustainability, futurism and ecosystem. In addition, the present review addresses the main challenges of innovation in education, the prominent evaluation methods of innovation centers and both the virtues and the challenges of technology on innovation in education. This literature review presents and outlines 19 active innovation centers operating in Israel and investigates a well-known Estonian innovation center: Tallinn University Center of Excellence on Educational Innovation. This line of investigation points out the Estonian center’s practice, vision, agenda, goals, members, budget, training process, success measures, evaluation system, technological infrastructure, work environment and target audience. Lastly, this analysis discusses the insights, implications and consequences of the field of educational innovation centers in particular and innovation in education in general.