The rebbe reworked: an inquiry into the persistence of inherited traditions of teaching

Pomson, Alex

doi:10.1016/s0742-051x(01)00048-8

Cited by 10 publications

(4 citation statements)

References 12 publications

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“…In this study we use the terms practice and communities of practice to describe the collaboration between teachers and researchers. Compared with other concepts employed to describe regularities of, in particular, teachers' work, such as culture (Childs et al, 2013;Hargreaves, 1994), sub-culture (Baggott la Velle et al, 2004Velle et al, , 2007Goodson and Mangan, 1995), tradition (Lundqvist et al, 2012;Pomson, 2002;Östman, 1995), and discourse (Buxton et al, 2013), the term practice seems to be the most general. This can be seen, for instance, in that practice is often used 'non-operationally' also in studies that have defined some other term in more detail (see for example Baggot la Velle et al, 2007 andGoodson andMangan, 1995).…”

Section: Analytical Approachmentioning

confidence: 99%

Hybridization of practices in teacher–researcher collaboration

Hamza

Palm

Palmqvist³

et al. 2017

European Educational Research Journal

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In this paper we present experiences from a joint collaborative research project which may be described as an encounter between a school science teaching practice and a university science didactics research practice. We provide narratives which demonstrate how the encounter between these two communities of practice interacted to produce hybridization between the two in terms of mutual influences, resulting in the conceptual and practical development of both communities of practice. We argue that what happened in the project suggests one way of reducing the gap between educational research and teaching through the emergence of practices where the roles of teachers and researchers become blurred.

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Section: Analytical Approachmentioning

confidence: 99%

Hybridization of practices in teacher–researcher collaboration

Hamza

Palm

Palmqvist³

et al. 2017

European Educational Research Journal

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“…This understanding of Jewish studies teaching is not new. It is what educational researcher Alex Pomson (2002) called "the oldest and most powerful archetype of Jewish teaching," a notion of the Jewish educator that he calls "teacher-as-rebbe." Pomson explains:…”

Section: Discussionmentioning

confidence: 99%

The Challenge of Professional Development in Jewish Studies: Why the Conventional Wisdom May Not Be Enough

Hassenfeld¹,

Levisohn²

2019

Journal of Jewish Education

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This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies.

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“…But the Torah orientation need not only focus on personal meaning, on what the text "means to me" as it is sometimes put. Furthermore, it is also worth noting, in a second connection to other research, that the Torah orientation does not necessarily entail what Pomson (2002) has labeled the "teacher-as-rebbe," that is, a model of teaching in which the character of the teacher is the primary subject matter. To be sure, there may be teachers in that mode who naturally embrace the Torah orientation-there may be a kind of elective affinity between teachers-as-rebbes and this orientation-but teachers-as-rebbes may equally adopt other orientations.…”

Section: Torah/instruction Orientationmentioning

confidence: 95%