Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic
Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic
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DOI：
10.1080/02607476.2020.1799708
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发表时间：
2020-07-30
影响因子：
4
通讯作者：
Ramot, Rony
中科院分区：
文献类型：
--
作者：
Donitsa-Schmidt, Smadar;Ramot, Rony
新冠肺炎疫情让以色列高等教育系统包括其21所师范教育学院措手不及。尽管媒体之前对病毒可能传播的可能性进行了令人震惊的报道，但以色列卫生部于3月13日(星期五)正式宣布的大学和学院的全面物理关闭让许多机构及其领导人措手不及。当天，所有中小学也停课，两天后，15日，学前教育和特殊教育框架也停课。学校和高等教育的所有教职员工都被指示开始在线教学，立即生效。社会距离和紧急在线教学包括所有教育级别的230万名学生和所有高等教育机构的32万名学生，其中44000人在学术师范学院学习，这些学生参加了初级(3.7万人)或在职师范教育课程。虽然不同的教育机构在考虑到需要转向不同的教学模式时面临的挑战有许多相似之处，但与师范教育方案有关的一些独特之处。本文的目的是着重于后一类机构，并以基布齐姆教育学院(KCE)为例，KCE是目前以色列最大的师范教育学院，两位作者都是该学院的师范教育工作者。本文将首先描述以色列师范教育学院在冠状病毒爆发期间所面临的挑战。然后，它将介绍以色列教育部(MOE)发起的一项倡议，即开辟一条针对因疫情而失去工作并有兴趣重新培训自己成为教师的学者的初始师范教育方案的替代路线。最后部分将讨论目前可以得出的主要结论和对局势的思考。
The COVID-19 pandemic caught the Israeli higher education system including its twentyone teacher education colleges by surprise. Despite the preceding alarming media coverage surrounding the possible spread of the virus, the total physical shutdown of the universities and colleges which was formally announced by the Israeli Ministry of Health on Friday, March 13th caught many of the institutions and their leaders off-guard. On that same day, all primary and secondary schools were also closed and two days later, on the 15th so were the preschools and special education frameworks. All educational staff in schools and higher education were instructed to start teaching online, effective immediately. The social distancing and emergency online teaching included 2.3 million pupils at all education levels and 320 thousand students in all higher education institutions, of which 44,000 study in the academic teaching colleges in either initial (37,000) or in-service teacher education programmes. Whilst there are many similarities in the challenges that faced the different educational institutions considering the need to turn to a different mode of teaching, there are some unique features related to the teacher education programmes. The purpose of this paper is to focus on these latter institutions with emphasis and examples taken from the Kibbutzim College of Education (KCE) which is currently the largest teacher education college in Israel and where both authors work as teacher educators. The paper will first describe the challenges that the Israeli teacher education colleges faced during the Coronavirus outbreak. It will then present an initiative launched by the Israeli Ministry of Education (MoE) to open an alternative route of an initial teacher education programme geared towards academics who lost their jobs as a result of the epidemic and are interested in re-training themselves to become teachers. The final part will discuss the main conclusions and reflections on the situation which can be drawn at this point in time.