The Challenge of Professional Development in Jewish Studies: Why the Conventional Wisdom May Not Be Enough

Autor/inn/en	Hassenfeld, Ziva R.; Levisohn, Jon A.
Titel	The Challenge of Professional Development in Jewish Studies: Why the Conventional Wisdom May Not Be Enough
Quelle	In: Journal of Jewish Education, 85 (2019) 1, S.53-75 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levisohn, Jon A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2018.1558386
Schlagwörter	Jews; Judaism; Teacher Attitudes; Teaching Methods; Educational Research; Reflection; Educational Objectives; Outcomes of Education; Self Concept; Faculty Development; General Education; Cultural Context; Day Schools; Religious Education; Program Descriptions; Massachusetts + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Judaismus; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Selbstkonzept; Allgemein bildendes Schulwesen; Allgemeinbildung; Day school; Halbtagsschule; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Master-Studiengang
Abstract	This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01