Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education

Mevorach, Miriam; Limón, M. Carmen

doi:10.1080/10901027.2011.594488

Cited by 2 publications

(4 citation statements)

References 7 publications

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“…It was found that their new abilities to analyze their own work through academic lenses and their expanded desire for higher degrees was part of their ongoing personal development. It seems important to uncover the contribution of the components that helped to create this change: the program (Mevorach & Miron, 2011b), the students' role perceptions (Mevorach & Miron, 2011a) and the lecturer's. characteristics, the latter being the focus of this paper.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The "Good Professor" as Perceived by Experienced Teachers Who are Graduate Students

Limón¹,

Mevorach²

2014

Journal of Education and Training Studies

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The aim of this study was to uncover our graduate students' perceptions of who is a good professor. Although the data were collected and analyzed on an Israeli sample, the findings can contribute to the planning of graduate programs for experienced teachers and can extend the theoretical understanding of how to promote learning among experienced adult learners in general. The qualitative phenomenological study examined ninety experienced teachers, who were students at a graduate college of education. They were asked to indicate three characteristics and describe classroom events that reflect a "good professor." In addition, we analyzed the feedback questionnaires that were administered at the end of each semester. The data presented students' perceptions of the "good professor." The findings revealed three domains of characteristics: first, the relationship between professor and students; second, methods of instruction; and third, the professors' knowledge. The same domains were found in the students' descriptions of the teaching events and in their feedback at the end of the semester. Their expectations and needs are different from those of undergraduate students.

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Section: Theoretical Backgroundmentioning

confidence: 99%

The "Good Professor" as Perceived by Experienced Teachers Who are Graduate Students

Limón¹,

Mevorach²

2014

Journal of Education and Training Studies

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“…The educational establishment recognized their new skills and abilities and offered them new positions in order to improve the educational system (Hujala, 2004;Muijs et al, 2004;Kincheloe & McLaren, 2005;Rodd, 2006;Mevorach & Miron, 2011b;Aubrey, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…This new Master's program addresses the two major aspects of the kindergarten teacher's work: the education and developmental advancement of the children, and the optimal management and leadership of the EC institution (Mevorach & Miron, 2011b). The program affords experienced educators, working in a wide variety of contexts, the opportunity to focus on the analysis of "education in action" (Genishi, Ryan, Ochsner, & Yarnall, 2001).…”

Section: The Early Childhood Master's Degree Programmentioning

confidence: 99%

“…Experienced educators who decide to return to academic studies after years of practice already have a formulated perception of their professional role, usually based upon beliefs accumulated during their professional careers (Fairbanks et al, 2010;Mevorach & Miron 2011b;Saracho & Spodek, 2006). We examined their understandings and perceptions of change from their point of view, by investigating how they utilized the program's ecological environment to enable their transition to professional practice.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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From an Intuitive Practitioner to a Professional Novice Leader

Mevorach

Limón

2015

JEI

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This study examined the professional and personal transition undergone by eight experienced early childhood (EC) teachers after completing their graduate studies. The data were collected through interviews and online communication. Three main categories arose in the qualitative content analysis of the text: 1) personal process of change, 2) professional development, and 3) awareness of the process of learning. We also found that participants used metaphors to emphasize their personal implicit beliefs. The participants' perceptions of the transition from an intuitive practitioner to a professional novice researcher and from EC teacher to EC educational leader had an enormous impact on their personal development and their changing position in their work environment. The educational establishment perceived their new skills and abilities and offered them new positions.

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Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education

Cited by 2 publications

References 7 publications

The "Good Professor" as Perceived by Experienced Teachers Who are Graduate Students

The "Good Professor" as Perceived by Experienced Teachers Who are Graduate Students

From an Intuitive Practitioner to a Professional Novice Leader

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