Emotions while reading literature in multicultural groups

Clinical simulations have been developed as a tool for coping with complex professional situations. In recent decades, clinical simulation has been integrated into teacher education for pedagogical training. Amidst the COVID-19 pandemic, an online clinical simulation model was developed, given the need to adapt the human-based clinical simulations to an online platform. This study examined the learning and teaching processes experienced during online clinical simulations applied in the context of discipline-specific training. Specifically, these processes were investigated by collecting data representing the perceptions of 98 preservice literature teachers. The analyzed data yielded three themes, describing the participants’ perceived gains from the online teaching-learning processes: (1) The strengthening of preservice teachers’ discipline-specific involvement (2) The formulation of a professional understanding of discipline-specific teaching processes (3) Ways to promote meaningful discussions in literature lessons. The study expands the field of clinical simulation use in teacher training to include discipline-specific gains, in this case by demonstrating the interplay between the world of simulation and the world of literature.

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framework 1reading As a Dialogue: Conceptualizat...mentioning

confidence: 99%

Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature

Levin

Segev

2023

“…Israeli society is ethnonationally, religiously and culturally diverse, a diversity mirrored in segregated Arab and Jewish education systems (Levin & Baratz, 2021;Poyas & Elkad-Lehman, 2020). The latter is further subdivided into religious and secular schools.…”

Section: Research Contextmentioning

confidence: 99%

“Above all, there’s our humanity”: Teachers’ intertextual responses to reading an ancient Hebrew text

Teomim-Ben Menachem,

Elkad-Lehman

2024

This study examines the role played by intertextual connections suggested by teachers engaged in an interpretive dialogue on a sixth-century Hebrew text. This is a multiple-case study based on intertextual conversation research. The participants—26 Hebrew-as-L1 teachers in secular schools in Israel—were asked to study the text in havruta, a traditional Jewish approach to studying sacred texts, involving a dyad of learners who debate their meanings. Every havruta conversation was considered a case and was compared to the others. After the conversations, interviews were conducted with some of the teachers to learn more about the intertextual links that emerged. The findings suggested significant variance in the number and content of intertextual connections between the groups, given the teachers’ religiosity or previous experience with traditional Jewish texts. The connections suggested shaped the processing of the text, the teachers’ attitudes thereto, and their willingness to teach it. The main conclusion is that studying in multicultural havruta groups increases intertextual connections emerge and helps teachers to interpret the text.

“…In this study, teachers encountered a legend from Jewish sources that they studied in a havruta (study pair) setting, in light of previous studies that pointed to the benefits of havruta learning (see the Method section below) and the approach to the text from a discourse created in peer-group encounters with a text (Elkad-Lehman & Poyas, 2020;Poyas & Elkad-Lehman, 2016).…”

Section: Teaching Texts From Jewish Sourcesmentioning

confidence: 99%

How relevant is it? Public Elementary School Teachers Encounter Ancient Jewish Texts

Menachem

Elkad‐Lehman²

2022

This study deals with a learning encounter in a havruta (pair) setting of teachers of public elementary schools in Israel with an ancient legend (Aggadah) drawn from sixth-century Jewish culture. The objective of this study is to examine the teacher’s attitude to the text through a study of the dialogue created in the encounter with the text in the havruta setting. Participants in the study included two groups of mostly women teachers of Hebrew language (L-1): 15 teachers in Group 1, and 14 teachers in Group 2. The groups came from two large and demographically different cities in Israel. The teachers were asked to study the story in pairs and to consider its suitability for teaching in their class. After the legend was studied, semi-structured in-depth interviews were conducted with the teachers. The study corpus included 12 recordings of havruta learning, nine semi-structured interviews and ten lesson plans for teaching the legend in the class. The findings of the study point to different attitudes to the teaching of the text in the class between the groups and to differences in the perception of the relevance of the text for the teachers themselves and for their students. The discussion is based on the definition of relevance (Sperber & Wilson, 1995; Dascal, 1977) as a relative function of efficiency: the maximum contexts and meaning that the listener can extract with minimum effort. This definition explains the sense of relevance or irrelevance of the text as perceived by the participants in the study.