SAKHNIN COLLEGE FOR TEACHERS EDUCATION Induction Department PROTEACH
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SAKHNIN COLLEGE FOR TEACHER’S EDUCATION Induction Department PROTEACH Project- Erasmus+ Program MIT- Multiple Players Induction Team THE TEACHER’S VOICE Agentic engagement and self-determination among MIT participants: A multicultural perspective 2018 -2019
Arab Community in Israel General Background & Educational data
Sakhnin City 33000 Habitants 28000 Muslims 5000 Christians First Division Football Team Sakhnin college 12 Schools 5 Mosques 2 Churches 1 Theatre Community & educational center
Figure 1. Arab Community in Israel Arab population percentage
Figure 2. Arab Community Characteristics The Poor percentage
Figure 3. Arab Educational System An unequal budget Average budget per student: comparison
Figure 4. Arab Educational System Characteristics On the way to school…………………. !
Figure 5. Arab Students in higher Education in Israel 2017
Figure 6. Arab Students in higher Education in Israel Popular subjects: medicine, education and engineering
Figure 7. Arab Students in higher Education in Israel Gaps causes between Jewish society and Arab society Education level Industrial gaps Investment in Education Municipality Economic Resilience Economic level Arab Jews 2048 5745 Employment opportunities Access to public transportation
Figure 8. Arab Educational System Characteristics High level of Conservatis m Patriarch al School Reality Minimal & Slow Changes Characteristic s Sociopolitical Challeng es Centraliz ed Education al Climate Rigid Organizatio nal school Culture
Figure 9. Arab beginner teacher’s difficulties according to scientific literature The double • roles of novice teachers, professional career &the establishment of a family. 4. Overload on work 3. • Difficulties in adapting school norms • contrary between novice values & school norms School climate & school culture difficulties 1. Didactic Discipline • problems student’s • assessment teaching • strategies difficulties 2. personal problems Feelings of • frustration, helplessness, disappointment and loneliness
Figure 10: Beginning Teachers Difficulties organizational Pedagogical Socio Emotional Lack of understanding of the school culture Discipline problems fear of evaluation Fear of parental involvement organizing time Low self confidence Group work pressure Classroom management communication organizing time student’s assessment Lack of self control Team work Adapting teaching methods to student styles Frustration & Disappointment Destructive self 14 -criticism
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Figure 12 promotin g beginnin g teacher’s success Developi ng Independe nt identity “MIT” principle s Encouragi ng Supporti ng beginnin g Teacher’s voice Encouragi ng beginnin g teacher’s beginning teacher’s perseveranc e motivatio n Promoting Involvement & Partnership Dr Waleed Dallasheh, Dr Zbeidat ihab The College of Sakhnin, Academic College, 2018
Figure 14: Induction in Action Empowering resilience Inclusion Empower ment & Dialog Solving problems Models Self esteem Induction Team work resilience Independent Identity School commitment
Description of the good example Our MIT was in El-Bashaeer school near Sakhnin College composed by Muslims, Christians and Druses teachers and students The incubator focused on internalizing the model of physical education and empowerment through education for health, sports and spoken Hebrew The beginning teacher (Abbas Sewan) was an Israeli national team player and captain of Sakhnin football team. He became an educator for a healthy and athletic lifestyle. The beginner was proficient in the spoken Hebrew language and tried to strengthen this aspect among the students during the lessons, in accordance with the school's organizational culture. Dr Waleed Dallasheh, Dr Zbeidat ihab The College of Sakhnin, Academic College, 2018
Conceptual Framework This example is based on Bandura's Social Learning Theory, which claims that in human lives there are positive and negative social models that observe and imitate their behavior until they internalize these models into their personality, thus increasing their self-efficacy. Dr Waleed Dallasheh, Dr Zbeidat ihab The College of Sakhnin, Academic College, 2018
In this model we achieved two goals - Strengthening the Hebrew language, since students are asked to use the Hebrew language alongside Arabic in the physical education classes - Increasing awareness of health education and proper nutrition by the role model Dr Waleed Dallasheh, Dr Zbeidat ihab The College of Sakhnin, Academic College, 2018
The contribution of the model - Empower students in spoken Hebrew - Increasing their awareness of health education and nutrition - Conceptual and behavioral design - Reducing disciplinary problems - Education for values Dr Waleed Dallasheh, Dr Zbeidat ihab The College of Sakhnin, Academic College, 2018
Looking forward
- Sakhnin college moodle
- Model sakhnin
- Induction for newly qualified teachers
- Kim kroll
- The math department at a small school has 5 teachers
- National association of special education teachers
- Pasadena city college police department
- Iso 22301 utbildning
- Typiska novell drag
- Tack för att ni lyssnade bild
- Returpilarna
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- Debatt artikel mall
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