Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform

• Authors: Ima Fahoum

Title variants

PL

Pod wierzchołkiem góry lodowej: zmieniająca się rola nauczyciela w świetle izraelskiej reformy oświaty pt. „Uczenie się z głową”

• Languages of publication: EN

Abstracts

EN

To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.

PL

To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.

Keywords

EN

constructivism; curriculum development; meaningful learning; school learning community; school culture

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studia Edukacyjne
• Year: 2019
• Issue: 52
• Pages: 329-338

Dates

published

2019-03-15

Contributors

author

Ima Fahoum

• Studies of Israel

Identifiers

DOI

10.14746/se.2019.52.22