Characteristics of “Exemplary Teachers” and Possible Factors Affecting Their Realization According to the Perception of Principals from the Arab Sector in Israel — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
Characteristics of “Exemplary Teachers” and Possible Factors Affecting Their Realization According to the Perception of Principals from the Arab Sector in Israel
The Academic Arab College for Education in Israel, Haifa, Israel
,
The Academic Arab College for Education in Israel, Haifa, Israel
1 The Academic Arab College for Education in Israel, Haifa, Israel
2 The Academic Arab College for Education in Israel, Haifa, Israel
This study examines the characteristics of exemplary teachers and the factors that are liable to inhibit/encourage their realization according to the perception of principals from the Arab sector in Israel. Ten principals were interviewed. They considered leading educational initiatives, coping with discipline problems, subject matter mastery, and employing a variety of teaching methods to be the exemplary teacher’s outstanding characteristics. Characteristics associated with ongoing professional development and relationships with colleagues, pupils, and parents were deemed less prominent. The principals did not manifest a unified stance vis-à-vis whether their schools’ physical-pedagogical infrastructure encouraged or inhibited the realization of the characteristics of exemplary teaching. It was recommended that in parallel to broadening didactic and disciplinary knowledge, it would be worthwhile fostering the ability of the teachers, in particular pre-service teachers and beginning teachers, to lead educational initiatives and establish interpersonal relationships, and giving them tools for coping with discipline problems.
Abas, R. (2007). The Role of the Druze School System in Shaping Its Pupils’ Personalities, Identities, and Level of Citizenship: Ethnographic Case Study in Two Druze High Schools. Ph.D. Dissertation, Ramat Gan: Bar Ilan University.
Amir, N., & Tamir, T. (1992). A Project for Absorbing Novice Teachers—Evaluation Report for 1990-1991. Tel Aviv: Kibbutzim College of Education.
Ben-Peretz, M. (1990). The Teacher-Curriculum Encounter: Freeing Teachers from the Tyranny of Texts. Albany, NY: SUNY Press.
Berliner, D. C. (1986). In Pursuit of the Expert Pedagogue. Educational Researcher, 15, 5-13. http://dx.doi.org/10.3102/0013189X015007007
Bloom, B. S. (1956). Taxonomy of Educational Objectives. Handbook I: Cognitive Domain. New York, NY: D. McKay Co.
Brock, B., & Grady, M. (1997). From First-Year to First-Rate: Principals Guiding Beginning Teachers. Thousand Oaks, CA: Corwin Press.
Brophy, J. E., & Good, T. L. (1986). Teacher Behavior and Student Achievement. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 376-391). New York, NY: Macmillan.
Bruner, J. (1960). The Process of Education. New York, NY: Vintage.
Chi, M. T. H. (1997). Quantifying Qualitative Analyses of Verbal Data: A Practical Guide. The Journal of the Learning Sciences, 6, 271-315. http://dx.doi.org/10.1207/s15327809jls0603_1
Chubbuck, S. M., Clift, R. T., Allard, J., & Quinlan, J. (2001). Playing It Safe as a Novice Teacher: Implications for Programs for New Teachers. Journal of Teacher Education, 52, 365-376. http://dx.doi.org/10.1177/0022487101052005003
Collinson, V. (1996). Becoming an Exemplary Teacher: Integrating Professional, Interpersonal, and Intrapersonal Knowledge. Paper Presented at the Annual Meeting of the Japan-United States Teacher Education Consortium, Naruto, 15-18 July 1996.
Collinson, V., Killeavy, M., & Stephenson, H. J. (1999). Exemplary Teachers: Practicing an Ethic of Care in England, Ireland and the United States. Journal for a Just and Caring Education, 5, 349-366.
Cruickshank, D. R., & Haefele, D. (2001). Good Teachers, Plural. Educational Leadership, 58, 26-30.
Darling-Hammond, L. (2000). Teacher Quality and Students’ Achievement: A Review of State Policy Evidence. Education Policy Analysis Archives (EPAA), 8. http://epaa.asu.edu/ http://dx.doi.org/10.14507/epaa.v8n1.2000
Eilam, B. (2002). Passing through a Western-Democratic Teacher Education: The Case of Israeli-Arab Teachers. Teacher College Record, 104, 1656-1701. http://dx.doi.org/10.1111/1467-9620.00216
Erlich, Y. (1992). The Accompaniment in Absorption during the 1991 Academic Year. Dapim, 14, 85-87.
Fetler, M. (1999). High School Staff Characteristics and Mathematics Test Results. Educational Policy Analysis Archives, 7. http://dx.doi.org/10.14507/epaa.v7n9.1999
Fisher, Y., & Friedman, Y. (2009). The Parents and the School: Interrelationships and Involvement. Dapim, 47, 11-40.
Follow-Up Committee for Arab Education Affairs (2011). Central Issues, Needs, and Deprivations in Arab Education in Israel.
Friedman, R. (2002). The Effect of the Guidance Approach of the Home-Room Teacher on the Self and Professional Image of the Student in the Induction Process. Paper Submitted in Partial Fulfillment of the Requirements for a Master’s Degree in the Education Department of Bar Ilan University, Ramat Gan: Bar Ilan University.
Friedman, Y., Horovitz, T., & Shliv, R. (1988). The Effectiveness of Schools’ Culture and Climate. Jerusalem: The Henrietta Szold Institute.
Fullan, M. (1991). The New Meaning of Educational Change. Toronto: Teachers College Press.
Gavish, V. (2004). The Relationship between External Agents of Change and Internal Agents of Change in Schools Undergoing a Process of Change. In S. Guri-Rosenblitt (Ed.), Teachers in a World of Change (pp. 97-131). Raanana: The Open University.
Gilat, Y., Bar-On, S., Genis, A., Gad, D., & Bachar, E. (2006). Effective Teaching in a College of Education: The Viewpoint of Students and of Teacher Educators. Dapim, 43, 39-59.
Good, T. L., & Brophy, J. E. (1990). Teacher Behavior and Student Achievement. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 328-375). New York: MacMillan.
Goodlad, J. (1984). A Place Called School: Prospects for the Future. New York: McGraw-Hill.
Green, A. (2010). Can Good Teaching Be Learned? Hed Hahinuch, 85, 70-73.
Hativa, N. (2000). Becoming a Better Teacher: A Case of Changing the Pedagogical Knowledge and Beliefs of Law Professors. Instructional Science, 28, 491-523. http://dx.doi.org/10.1023/A:1026521725494
Hativa, N. (2003a). Teaching Processes in the Classroom. Tel Aviv: Academic Publishing for Developing Teaching Staff.
Hativa, N. (2003b). Is There a “Gimmick” for Achieving Excellence in Teaching? Al Hagova, 2, 12-16.
Hativa, N. (2010). How Is Good Teaching Taught? Hed Hahinuch, 85, 76-78.
Hativa, N., & Marincovich, M. (Eds.) (1995). Disciplinary Differences in Teaching and Learning Implications for Practice: New Directions for Teaching and Learning, Number 64. San Francisco, CA: Jossey-Bass Inc.
Hativa, N., & Raviv, A. (1993). Using a Single Score for Summative Teacher Evaluation by Students. Research in Higher Education, 34, 625-646. http://dx.doi.org/10.1007/BF00991923
Hativa, N., Barak, R., & Simhi, E. (2001). Expert University Teachers: Thinking, Knowledge and Practice Regarding Effective Teaching Behaviors. The Journal of Higher Education, 72, 699-729. http://dx.doi.org/10.2307/2672900
Hebert, E., & Worthy, T. (2001). Does the First Year of Teaching Have to Be a Bad One? A Case Study of Success. Teaching and Teacher Education, 17, 897-911. http://dx.doi.org/10.1016/S0742-051X(01)00039-7
Hertz-Lazarovich, R. (1984). Learning in an Active Class—The Desired and the Existing. A Guide for the Teacher. Jerusalem: Ministry of Education and Culture, The Center for Curricular Center.
Hines, C., Cruickshank, D. R., & Kennedy, J. J. (1985). Teacher Clarity and Its Relationship to Student Achievement and Satisfaction. American Educational Research Journal, 22, 87-99. http://dx.doi.org/10.3102/00028312022001087
Hofstein, A., & Tamir, P. (1984). Evaluation of Teaching in the Science Classroom. In Evaluation in Science Education (Chap. 4, pp. 71-94). Jerusalem: Department of Science Teaching, The Weizmann Institute of Science & Israel Science Teaching Center, The Hebrew University.
Holt-Reynolds, D. (1999). Good Readers, Good Teachers? Subject Matter Expertise as a Challenge in Learning to Teach. Harvard Educational Review, 69, 29-50. http://dx.doi.org/10.17763/haer.69.1.pl5m5083286l77t2
Ilaiyan, S. (2000). Secondary School Dropout from the Minority Sector in Israel. PhD Thesis, Budapest: PhD School of Education, Faculty of Arts, Eotvos Lorand University.
Ilaiyan, S., & Toren, Z. (2006). The Time Dimension in the Practicum: Students’ Perception of the Efficacy of Two Types of Practicum. Dapim, 41, 197-222.
Ilaiyan, S., Zaidan, R., & Toren, Z. (2007). The Motives for Choosing the Teaching Profession among Student Teachers in the Arab Sector. Dapim, 44, 123-147.
Jabarin, Y., & Agabariya, A. (2010). Education on Hold: Government Policy Regarding Civil Initiatives for Promoting Arab Education in Israel. Nazareth: Dirasat.
Kahan, S., & Yelinek, Y. (2000). Discrimination against the Non-Jewish Sector in the Allocation of Care Resources in Education: Its Quantitative Measurement and Implications for Its Cancellation (Hence—Kahan-Yelinek/The Report). Jerusalem: School of Education, The Hebrew University.
Leinhardt, G. (1986). Expertise in Mathematics Teaching. Educational Leadership, 43, 28-33.
Loughran, J., Brown, J., & Doecke, B. (2001). Continuities and Discontinuities: The Transition from Pre-Service to First-Year Teaching. Teachers and Teaching: Theory into Practice, 7, 7-23. http://dx.doi.org/10.1080/13540600125107
Lowman, J. (1995). Mastering the Techniques of Teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Lowman, J. (1996). Characteristics of Exemplary Teachers. New Directions for Teaching and Learning, 65, 33-40. http://dx.doi.org/10.1002/tl.37219966508
Manross, D., & Templeton, C. (1997). Expertise in Teaching Physical Education. Recreation and Dance, 68, 29-35. http://dx.doi.org/10.1080/07303084.1997.10604908
McBer, H. (2000). Research into Teacher Effectiveness: A Model of Teacher Effectiveness. Nottingham: Department for Education and Employment.
Millet, S. (1986). Exposing Curricular Knowledge Imparted to Teachers in Workshops for Curriculum Development. M.A. Thesis, Tel Aviv: Tel Aviv University.
Millet, S. (2001). “It’s an Eternal Race in Which I Have to Advance and Progress All the Time…”: Changes in the Development of Novice Teachers’ “Didactic Knowledge” and “Self Knowledge”. Ma’of u-Ma’aseh, 3, 47-78.
Millet, S., (1995). Qualitative Research Tools in Exposing Curricular Knowledge Imparted to Teachers in Workshops for Curriculum Development. Ma’of u-Ma’aseh, 2, 7-20.
Milner, N., Ben-Zvi, R., & Hofstein, A. (1987). Variables That Affect Students’ Enrolment in Science Courses. Research in Science and Technological Education, 5, 201-207. http://dx.doi.org/10.1080/0263514870050210
Safadi, R., & Yerushalmi, E. (2009). Students’ Perceptions of a Self-Diagnosis Task. In M. Sabella, C. Henderson, & C. Singh (Eds.), Physics Education Research Conference Part of the PER Conference Series (Vol. 1179, pp. 257-260). Ann Arbor, MI: AIP Publishing. http://dx.doi.org/10.1063/1.3266730
Sagee, R., & Regev, H. (2002). Difficulties of the Novice Teacher: A Sense of Shock as a Discomfort in Future Teaching. Dapim, 34, 10-43.
Schwab, J. J. (1964). Structure of the Disciplines: Meaning and Significance. In G. W. Ford, & L. Pugno (Eds.), The Structure of Knowledge and Curriculum (pp. 6-30). Chicago, IL: Rand McNally.
Sela, D. (2003). Characteristics of Excellence among Physics Teachers at a High School and Their Contribution to Improving Teaching. PhD Dissertation, Jerusalem: The Hebrew University.
Sharan, S. (1987). Preparing a Teacher for the 21st Century. Selected Extracts from the Carnegie Report. Hed Hahinuch, 22, 18-20.
Sharan, S., & Sharan, Y. (1991). Changing Instructional Methods and the Culture of the School. In N. Wyner (Ed.), Current Perspectives on the Culture of Schools (pp. 143-164). Cambridge, MA: Brookline Books.
Shkedi, A. (2000). Educating Reflective Teachers for Teaching Culturally Valued Subjects: Evaluation of a Teacher-Training Project. Evaluation and Research in Education, 14, 94-110. http://dx.doi.org/10.1080/09500790008666965
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1-22. http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411
Shulman, L. S. (1989). Towards a Pedagogy of Substance. AAHE Bulletin, 41, 8-13.
Spradley, J. (1979). The Ethnographic Interview. New York: Rinehart and Winston.
Stake, R. E. (1994). Case Studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 220-235). Thousand Oaks, CA: Sage.
Talmor, R., Nabal-Heller, N., & Erlich, A. (1996). The Absorption of Novice Teachers from the School Principal’s Point of View. Proceedings of the 2nd International Conference on Teacher Education: “Conservatism, Development and Innovation”, Israel, 30 June-4 July 1996.
Tamir, P., & Caridin, H. (1993). Characteristics of the Learning Environment in Biology and Chemistry Classes as Perceived by Jewish and Arab High School Students in Israel. Research in Science and Technological Education, 11, 5-14. http://dx.doi.org/10.1080/0263514930110102
Tobin, K., & Fraser, B. J. (Eds.) (1987). Exemplary Practice in Science and Mathematics Education. Perth: Curtin University of Technology.
Toren, Z., & Ilaiyan, S. (2008). The Problems of the Beginning Teacher in the Arab School in Israel. Teaching and Teacher Education, 24, 1041-1056. http://dx.doi.org/10.1016/j.tate.2007.11.009
Vonk, J. H. C. (1995). Conceptualizing Novice Teachers’ Professional Development: A Base for Supervisory Interventions. Paper Presented at the Annual Conference of AERA, San Francisco, 18-22 April 1995.
Young, S., & Shaw, D. G. (1999). Profiles of Effective College and University Teachers. The Journal of Higher Education, 70, 670-687. http://dx.doi.org/10.2307/2649170
Ziv, S., Silberstein, M., & Tamir, P. (1994). Increasing the Effectiveness of Learning How to Teach in Preservice Education. Interchange, 25, 157-170. http://dx.doi.org/10.1007/BF01534542
Zuzovsky, R. (1998). Teachers’ Knowledge: Exposure and Conceptualization—Advanced Course in Teacher Education. In M. Silberstein, M. Ben-Peretz, & S. Ziv (Eds.), Reflection in Teaching: Central Pivot/Crossroads in a Teacher’s Development (pp. 128-157). Tel Aviv: The MOFET Institute.