Training Community-involved Teachers

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This paper presents a new model for teacher training. The uniqueness of the model is in its concept of training the teacher as an educational community leader. In recent decades Israeli society has been characterized by a discourse of rights and economic liberalization processes that have accentuated its internal polarization, intensified sectoral insularity and weakened societal coherence and solidarity.
In light of this complex reality, what is needed now is training that will nurture in teachers a position of social responsibility comprising two key components:
a. A holistic approach to the role of educator that is committed to every aspect of the child’s life.
b. Public and political awareness and the ability to formulate a critical position vis-à-vis the reality of life.
The training model that has been constructed leans on Antonio Gramsci’s theory as a basis for training the teacher as an educational community leader. In the spirit of Gramsci’s concept, the teacher training process will nurture the trainee teacher as an ‘organic intellectual’ with social consciousness and the willingness to be an active citizen.
The training program seeks to develop a pedagogy that will counteract the conventional dichotomy between the formal and non-formal in education and its application will comprise two main tracks:
• Integrating practical experience into schools and community and social organizations alike;
• Developing models of participative teaching and learning culture in the college training.
First we will present the problems facing teacher training in Israel today. Then we will employ Gramsci’s theory as a basis for developing a concept of pedagogical activism in teacher training. And finally we will present the new training model and initial research findings following a change in the conception of the role among the trainee teachers.

Keywords: Teacher Training, Antonio Gramsci, Pedagogical Activism, Social Responsibility, Holistic Approach, Solidarity
Stream: Teacher Training and Professional Development
Presentation Type: Paper Presentation in English
Paper: Teachers as Involved Intellectuals in Society and the Community

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.

Ref: L09P0014