The Managerial Imperative and the Practice of Leadership in Schools: By Larry Cuban. New York: New York Press, 1988

Developing creativity in higher education for 21st century learners: A protocol for a scoping review

A space for learning: An analysis of research on active learning spaces.

How pre-service teachers perceive their 21st-century skills and dispositions : A longitudinal perspective

We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers’ motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes. Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills. Therefore, learning environment plays an important role in preparing pre-service teachers.

https://files.eric.ed.gov/fulltext/EJ1098636.pdf

The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21 st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers’ self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners’ social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

/pdf/virtual-reality-vr-as-a-source-for-self-efficacy-in-teacher-24q0sfbuel.pdf

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training.

The outbreak of the Covid-19 pandemic forced the world to respond in new and unconventional ways. Quick thinking and unusual flexibility were required whilst operating under conditions of uncertainty and fear. This article deals with agility in the implementation of distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020.

Within 48 hours from the moment that Israel’s government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization, executed with maximum flexibility, did not benefit from proper planning and was far perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning under emergency conditions. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students’ attitudes toward the implementation of this strategy.

/pdf/agility-in-teacher-training-distance-learning-during-the-iqsbzidesl.pdf

Agility in Teacher Training: Distance Learning During the Covid-19 Pandemic

The current study relates to the construction of a course entitled “Educating
for the Future” (EFTF) to equip student-teachers with high order thinking
skills. The course included several stages, programs, mini projects and
learning environments adapted for a “technology-assisted pedagogy” based on
Intel methodology. Student-teachers learned to combine new teaching methods
with information technologies while stimulating interest, thinking and
creativity in their students. 454 student-teachers completed the course.
Evaluation after one year showed a necessity to switch to using also other
pedagogical methodologies. Second year evaluation showed that students demonstrated
required behaviors and skills during their “student teaching” experience and
that they change their attitudes towards adopting 21st century skills.

/pdf/educating-for-the-future-a-structured-course-to-train-35axn9prc6.pdf

Educating for the Future: A Structured Course to Train Teachers for the 21st Century

This study focuses on implementing co-teaching models in the practical experience of teacher training processes. It examines the experience models in terms of theory versus practice from the perspectives of students of education and training teachers (school and pre-school) who participated in the special “Academy-Class” program in the 2017 academic year at Ohalo College. 125 subjects participated in the study. The overriding goal of the research was to identify the dominant patterns in this unique practical experience in teachers training. The research questions sought to clarify the extent to which the six main co-teaching models described in the research literature are manifested in practical and educational terms in the Academy-Class program; offer a comparison between common teaching practices and the co-teaching models; and assess how common Synergetic Collaboration is as a co-teaching method relative to other low-level methods.Our findings show that the co-teaching models were more dominant than the traditional teaching models among all the sample groups. The greatest difference was found in the reports of the training teachers (0.79) at the school, while the smallest difference was found among students training to become teachers (0.13). We have seen that experiencing a clinical model of co-teaching involves shared work between a training teacher and of a student of education. There is a need to change training processes, as well as expanding the theoretical approaches that describe the wide range of shared co-teaching.

/pdf/co-teaching-in-the-academy-class-program-from-theory-to-3qyj2l2qp3.pdf

Yonit Nissim

Papers

The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training.

Agility in Teacher Training: Distance Learning During the Covid-19 Pandemic

Educating for the Future: A Structured Course to Train Teachers for the 21st Century

Co-Teaching in the Academy-Class Program: From Theory to Practical Experience