Vision, Curriculum, and Pedagogical Content Knowledge in the Preparation of Israel Educators

Abstract

In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester in Israel program. Analyzing a variety of data sources—including internal and external documents, course syllabi, the program’s experiential components, and strategic institutional partnerships, as well as students’ course papers, emails, exit interviews, and oral conversations—we find that an immersive cultural curriculum yields important outcomes for students who engage with our vision of Israel education.

Notes

1. ¹ The text included herein is a slightly revised version (from June 2012) of the original document from February 2011. The original version phrased the Hebrew outcomes slightly differently and did not include the specific bulletet point about the conflict with the Palestinians. This latter outcome was originally assumed by us to be implicit in the phrase “contemporary Israeli society and politics,” but we subsequently decided to make it explicit, based on feedback from colleagues about clarity on this issue.

Additional information

Notes on contributors

Ofra Backenroth

Ofra Backenroth, Ed.D., is Associate Dean of the Davidson School of Education of the Jewish Theological Seminary.

Alex Sinclair

Alex Sinclair, Ph.D., is Director of Programs in Israel Education for the Jewish Theological Seminary.