Professional change of teachers
- Adi Ben-David
- Aliza Dayan
- Esti Kapulnik
- Yula Midian
- Maya Shalom
Since 2003 we have been guiding and mentoring elementary schools in the adaptation of the TSUE curriculum. This adaptation requires a deep change of teaching approaches and strategies. In order to achieve this deep change we work only with schools that can commit to a 5-year project. Each week, we spend an entire day in each of the schools and during this day, we work with the teachers in their classes and play a supervisory role for teachers and the headmaster. This activity is consistently followed by research.
Links for further reading
- Orion, N. and Thompson, B. D. (1996). Changes in perceptions and attitude of pre-service post-graduates secondary science teachers students. International Journal of Science Education. 18, 577-599.
- Orion, N. and Thompson, B. D. (1999). Changes in perceptions and attitude of pre-service post-graduates secondary science teachers students – A comparative study of Israeli and British programs. Research in Science & Technological Education. 17, 165-192.
- Orion, N. (2003). Teaching global science literacy: a professional development or a professional change. In: Mayer, V. (Ed.), Implementing global science literacy. Ohio State University
- Dodick, J., Dayan, A. and Orion, N. (2010). Philosophical approaches of religious Jewish science teachers towards the teaching of “controversial” topics in science. International Journal of Science Education. 1, 1-28.
- Ben-David A. and Orion, N. (2012). Teachers’ voices on integrating metacognition into science education. International Journal of Science Education. 12, 1-33.
- Orion, N. (2017). A multi-country comparison of the Israeli system – critical look. In: Pedersen, J., Isozaki, T. and Hirano, T. (Eds.), Model science teacher preparation programs: An international comparison of what works. Information Age Publishing, Inc.