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Orly started the lesson by pointing out that this unit will run over three lessons: 25/1' 29/1 and after the semaster break.Each lesson has a different sub-topic and today we will be discussing **Pre-Service teacher education.** Orly asked the group how each one learnt to be a teacher and the majority of the answers were: Haifa University, Oranim Teacher training college.
 * Teacher Education and Professional Development**
 * Pre-service teacher education** means a learning of the teacher before becoming a teacher, you study and get a degree before you start teaching as oppossed to in-service.

Then we moved to : **Types of Pre-service education**

We have a teching college such as Oranim and several others. In such institute we get a degree and a teaching certificate. Another place would be a university (degree and teaching certificate) Another way is when people enter the teaching field first then they go to study. Orly asked if there is another way. Paulina shared her experience, she said that she graduated from the Russian Pedagogical Institute and she feels it is different from Oranim because it was for more than 5 years. Anna said that the only difference between the Russian Pedagogical Institute and other programs is the literature program. We moved to the **advantages and disadvantages of the 3 options:**

+more practice, more focus on teaching techniques, but - less prestigious degree
 * College**: + has a great advantage because it provides a teaching opportunity

- unrealistic expectations, not enough teaching practice
 * University**: +higher level, more demands, but

-not academic enough and time is a problem
 * Start working then study**: +practice is the best way to learn, it is good to studt with teaching experience, but


 * The History of teacher Education**

It started in the USA in the middle of 19th century. 1848 was the first high school who trained teachers to teach in elementary school. Normal schools were high schools that later became teachers' colleges, thet were organized just like high school. Later in the years 1860-1950 these colleges were integrated into universities first in the USA and later in Europe. In Israel until 10 years ago these colleges were called Seminars (like German Seminars), their idea ia that if you teach somebody to be a carring person it's the most important thing and the rest will follow on the job. In most countries, there is a division between universities (more formal) vs colleges. True in Israel and most other countries the colleges have been moving towards more formal studies, like universities but still different. Whether this is a good move or not, it is debatable. Orky reminded us of the two kinds of **knowledge:**

Propositional knowledge, knowing that, knowing facts. This is considered more important and is taught in universities Skill knowledge, knowing how, through exoerience. It is consideredless important and is taught in colleges Researh show that skill knowledge is more important than propositional knowledge.Teachers teach the way they were taught. Mdalali: teachers need both knowledge to be able to teach pupils eapecially in our days where pupils are exposed to so many things on tv and the net. Paulina: many teachers do not match the proper level, they lack knowledge that would allow them to teach. Revital: teachers have to know how and what, the combination is important. Orly: in my B.A studies, A,S was not used yet. When A.S. first came out, I immediately adopted it because it reminded me of the way I was taught on the Kibbutz. Irit: did not like the way the English teacher was unable to control the class, the boys always disturbed her. Rana thinks there is a problematic issue related to preparing teachers in Israel. universities focus on "knowledge that" whereas colleges focus on "knowledge of how". As a result teachers who graduate from both miss the other kind of knowledge which is neglected in the two institutes. Overwhelming number of teachers say that the college and university left a very small impression on them, most of what they learnt happened in the field. School-based teacher education started in Victorian-Britain, they learnt through apprenticeship. Dewey opened modelling school, next to a university where teachers learnt how to teach and they would practice at the modelling school. Closed in mid 60s. In Britain it became very popular in the 1980s because it saves money.In the USA today, a lot of places have a system similar to the modelling schools. They are called P.D.S.(professional development schools). Israel follows the steps of the USA and uses the P.D.S. system. Advantages: time and money saving the weaknesses and strenghs of a teacher can be clearly seen students don't have to change school every year What does the literature say about this? +more practical +promotes continous professional development +promotes the importance of teacher educators +advantageous for practicing teachers +promotes classroom-based research +promotes the professionalization of teaching
 * Comments from the group:**

On the other hand: - differences between partners which could be a problem -expences -organization- difficult to organize Orly asked what do you think? Revital said that she went to seminar then started teaching during her 3rd year and continued teaching through her 4th year as well and she thinks that she benefited a lot.

The session ended, we shall meet on line on the 29th/1