Teacher Leadership Development: Building Bridges Not Borders between Israeli Jewish and Palestinian Educators

Autor/inn/en	Jabr Dajani, Dua; Katz-Berger, Hila; King, M. Bruce; Lang, Laura; Levy, Ariel; Pulvermacher, Yael
Titel	Teacher Leadership Development: Building Bridges Not Borders between Israeli Jewish and Palestinian Educators
Quelle	In: Journal of Research in International Education, 19 (2020) 2, S.120-136 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, M. Bruce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240920954858
Schlagwörter	Teacher Leadership; Leadership Training; Jews; Arabs; Intergroup Relations; Conflict; Educational Change; Partnerships in Education; Educational Improvement; Teaching Methods; Action Research; Participatory Research; Cultural Differences; Faculty Development; Communities of Practice; Democratic Values; Semitic Languages; Foreign Countries; Program Descriptions; Israel (Jerusalem); Palestine + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Führungslehre; Jew; Jude; Jüdin; Juden; Arab; Araber; Intergruppenbeziehungen; Konflikt; Bildungsreform; Hochschulpartnerschaft; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Forschungstätigkeit; Kultureller Unterschied; Community; Arabisch; Hebräisch; Ausland; Palästina
Abstract	Teacher leadership development receives considerable attention in many educational reforms across the globe. This article reports on a unique partnership in Jerusalem that brings Israeli and Palestinian educators together to cultivate teacher leaders who facilitate professional communities and support continual improvement in teaching and learning. The research design involves participatory action research and draws on theoretical frameworks of democratic education, productive professional discourse, and authentic intellectual work. Findings focus on the enhancement of multicultural training, increased depth of pedagogical discussions, and improvement in leading teacher learning communities. The conclusions consider the ways in which a few bridges are overcoming both real and perceived borders in a region of persisting cultural tension and conflict, as the teacher leaders and co-authors developed an emerging common understanding of a shared conception of professional practice across three languages, and a growing mutual respect for the 'other'. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01