Professional Transformation of Teachers
- Adi Ben-David
- Aliza Dayan
- Esti Kapulnik
- Yula Midian
- Maya Shalom
Since 2003, our team has been guiding and mentoring elementary schools in the adaptation of the Thinking Science – Understanding Environment (TSUE) curriculum. This adaptation requires a fundamental shift in teaching approaches and strategies. In order to achieve this shift, we provide mentorship only to schools that can commit to the full 5-year project. We spend a full day per week in each of the participating schools working with the teachers in their classes and closely supervising both teachers and headmasters. 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.