Holistic educational intervention as an action model for the professional development of teacher educators

Abstract

Little research has been done on the professional development of Teacher Educators (TEds). The author's experience in holistic educational intervention programmes in two different communities in Israel offers a model for partnership between the school, the community and the university. Applying such a model would establish a dynamic continuous dialogue between the academic world and the education system. As a consequence TEds' teaching capabilities will improve, and they will be able to provide quality training for student teachers and practising educators for their future roles in a multi-cultural classroom.