Towards a “Well Rounded” Cohesive Teacher Education Program: The Silent Reform of Teacher Education Practices in Israel

Author:

Gubernan Ainat,Mcdossi Oded

Publisher

Springer Nature Singapore

Reference38 articles.

1. Andrews, D., & Lewis, M. (2007). Transforming practice from within: The power of the professional learning community. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 132–148). Open University Press.

2. Ayalon, H., Blass, N., Feniger, Y., & Shavit, Y. (2019). Inequality in Israel: From research to policy. Taub Center. https://taubcenter.org.il/wp-content/uploads/educationinequalityinisraeleng.pdf.

3. Beck, C., & Kosnik, C. (2017). The continuum of pre-service and in-service teacher education. In D. J. Clandinin & J. Husu (Eds.), The sage handbook of research on teacher education (Vol. 2, pp. 107–122). SAGE Publications.

4. Berglas-Shapiro, T. (19, 2018). Subject based Professional Learning Communities in Israel. InFo-TED Blog. https://info-ted.eu/subject-based-professional-learning-communities-in-israel/.

5. Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.

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