Teaching Students’Understanding of Innovative Pedagogy

Abstract

The education system, is responsible for the training of each new generation, and consequently adapts itself over the years to changes in the surrounding society. Technological changes, the information revolution and changes in work habits necessitate fundamental change in teaching methods, so that it can appropriately prepare future generations for modern reality. The Teaching and Education College in northern Israel offers programs to train "future teachers", highlighting dynamic environments, the integration of technology in teaching and innovative pedagogy. A qualitative study used an open-ended questionnaire to investigate students' perceptions of the concepts "innovative pedagogy" and "integration of technology in teaching" during their first practicum year in the education system. Findings showed that the young students find it difficult to conceptualize these concepts and describe them in a superficial and concrete manner. Mediation is needed, to connect college learning of these concepts with the students' practical work in the field.

Pre-service teacher’s self-perception of digital literacy: The case of Israel

“…The program stresses the implementation of innovative pedagogies as well as the development of DL. Israeli colleges of education train its student-teachers to teach their students twenty-first century skills (Naifeld and Simon 2017). Thus, media and digital literacy education is fundamentally implicated in the practice of the Israeli K-12 education (Alt and Raichel 2018).…”

Investigation of Classroom Teachers' Views towards Innovative Pedagogical Practices

“…Besides, 21st-century education expects teachers to act as leaders who can follow and implement developing technologies and innovative learning approaches, design learning scenarios, and become part of learning communities (Özdemir, Ferhatoğlu & Aybat, 2015). However, Naifeld & Simon (2017) stated that although the pre-service teachers took courses on innovative pedagogical practices, they had difficulty in making sense of the concept and the integration of technology into teaching and even defining this process superficially or concretely. In another study conducted by Karaman & Kurfallı (2008) it was asserted that teachers' lack of basic knowledge and skills in information technologies leads them to not use these technologies in the education and training process.…”

“…Within the scope of innovative pedagogy, the integration of technology with pedagogy, that is, the effective use of technology in the classroom is an important criterion. In this new pedagogy, researching, collecting information, communicating online, presenting and editing the obtained information is especially managed with the help of existing technology (Naifeld & Simon, 2017). Because in the innovative education approach of the 21st century, knowledge is considered as a phenomenon that is structured through the digital and nondigital form or socially structured environments, rather than a phenomenon conveyed by the field expert (Ladyshewksy & Gardern, 2008).…”

Contextos de investigación educativa para el desarrollo social

“…En este contexto, la capacidad de pensar críticamente se considera uno de los resultados deseables de una educación de primera línea (Naifeld, Edni & Simon, Eitan, 2017). El desarrollo del pensamiento crítico en los estudiantes contemporáneos permite a los futuros especialistas dominar con éxito las bases de su futura profesión y estar preparados para vivir y trabajar de manera creativa en el siglo XXI, dado que preparar a los estudiantes universitarios para el futuro en la clave de cualquier educación.…”