Kaye Academic College of Education

About: Kaye Academic College of Education is a education organization based out in Beersheba, Israel. It is known for research contribution in the topics: Teacher education & Heutagogy. The organization has 87 authors who have published 179 publications receiving 2221 citations.

Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study – Online Course for the Professional Development of Teachers in a Digital Age

Abstract: The goal of this chapter is to present a theoretical and practical frame for PD of teachers at the digital age. The main question we ask is how to develop life competencies and skills of teachers in order to change their learning and teaching in a way that enables school graduates to acquire relevant skills for life. The chapter inquires this issue by a qualitative methodology case study . The case is an online course for teachers’ professional development. The chapter presents evidence from reflective diaries, interviews and scripts of students’ and teachers’ discussions, focusing on identification of the effects of the course’s learning environments on the development of the teachers’ self determination learning and skills. The findings indicate the useful effects of the combination between LMS environments and social media, such as Web 2.0 tools. The conclusions suggest new directions for teachers’ professional development that encourage the design of a flexible fractal net which enable fostering teachers’ leadership and innovation. Rafi Davidson Kaye Academic College of Education, Israel Amnon Glassner Kaye Academic College of Education, Israel

Information and Communication Technologies (ICT) Integration by Teacher Educators in Israeli Colleges of Education: the Current State of Affairs, 2008-2009

Abstract: This study examines the current state of ICT integration by faculty members in Israeli Colleges of Education using combined quantitative and qualitative research methods. Findings reflect significant progress in ICT implementation in teaching by faculty in comparison to the previous decade: what was perceived then as innovative -using Office tools, online resources and e-mail is now routine practice. Most faculty members implement these basic ICT uses. However, only few use technology to bring about change in their teaching methods. Most important goals in the current situation are: (a) further expanding faculty involvement in ICT integration in teaching and (b) developing innovative pedagogical approaches best suited to respond to the demands of the Information Era.

Heutagogy (self-determined learning): new approach to student learning in teacher education

Abstract: The idea of self-determined learning of students is quite prevalent at least from the times of Rousseau. This paper presents innovative teacher education heutagogy (self-determined learning) courses (250 students). The students chose what to learn in the context of the main course subject, with whom (individually or in small groups), how to learn, from what resources and how to present the knowledge they had constructed. The data were collected from students' written blogs and students' products and was analyzed by collaborative self-study and multiple case-study methods. Findings demonstrated how the students and the lecturers cope with challenges like uncertainty and vagueness and turn them into meaningful learning which enhance their passion for knowledge and pleasure in learning. At the first stages of the courses most of the students felt helplessness about acting in total autonomy setting. As oppose to conventional courses, the students expressed senses of self-competence and capability and self-autonomy.

Three “Gogies”: Pedagogy, Andragogy, Heutagogy

Abstract: This chapter begins with a brief description of andragogy and its basic principles, and their contrast to pedagogy. Then, following Hase and Kenyon (2000) and Blaschke (2012), we focus on the main differences between andragogy and heutagogy. Blaschke contrasts andragogy, which she views as “self-directed learning”, with heutagogy, or “self-determined learning”. Unlike andragogy, heutagogy emphasizes double and triple-loop learning, “capability development, non-linear design and learning approach. It is learner directed, and its aim is getting students to understand how they learn” (Blaschke, 2012). We shall deal with these features, and devote a critical discussion to the proposal that the three “gogies”—pedagogy, andragogy, and heutagogy—constitute a continuum. We shall conclude the chapter by presenting heutagogy’s design principles.

Introduction—Heutagogy: What Does It Mean and Why It Is Needed

Abstract: Heutagogy is a teaching-learning approach in which the students themselves determine their learning. In this chapter we define the meaning of the term heutagogy and present its basic principles. Heutagogy goes against the prevailing culture of teaching in academic institutions, which is usually teacher determined. Hence, we address the question of why it is needed. The ideas presented in this chapter will be further elaborated on in the rest of the book.