The Changes in Training Teachers’ Roles Performance Following Academy-Classroom Practical Training Model

Abstract

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.

Scenario approach for training classroom management in virtual reality

“…The processes of teacher education transformation are aimed at increasing the practical training of a teacher (Margolis, 2014;Nael & Gnaim, 2021;Pesha, 2022;Sudakova et al, 2022;Phillips & Chetty, 2018;Zemlyanskaya & Bezborodova, 2021). But, as practice shows, the main emphasis during the period of study of a future teacher is placed on teaching the subject, while social and communicative competencies remain as additionally developed skills (Makhurane, 2020;Rodionova et al, 2022;Zaitseva et al, 2021;Zotova, 2020).…”