Examining changes in teacher education programs: A case study approach

This study retrospectively examines teaching practice within Israeli teacher education programs. A pilot study investigates the implementation of a novel teacher education program in Israeli academia, with a focus on the freedom it grants to institutions. This program emerged during the Covid-19 crisis when e-learning dominated. The study assesses 45 respondents' perceptions of teaching practice and the academia-school relationship through a combination of qualitative and quantitative methods. On the quantitative front, the study involved the examination of several questionnaires. These included a self-efficacy questionnaire, an attitude survey regarding teaching, an evaluation of professional identity, and an attitude questionnaire centered on practical experiences within schools. In the assessment of self-efficacy, we utilized a modified version of the General Self-Efficacy Scale (GSE). Additionally, the researchers crafted the other questionnaires. The study also encompassed an exploration of student satisfaction levels concerning collaboration during practical experiences, the acquisition of various skills during school-based practice, and the correlation between the teacher training program's different courses and practical work within school settings. The research covered the documentation and formative assessment of the design and alteration processes within teacher education based on the outlined changes. The study evaluated these processes through primary documents from the academic institution, which provided evidence of the change preparation. It also analyzes the goals, learning outcomes, and teaching methods for students specializing in education. The study highlights changes in teaching practice that foster connections between academia and the field, particularly in pedagogy. These changes focus on the intensified school-based experience, paired with e-teaching workshops. Findings reveal that in evaluating teaching practice competence, interpersonal skills and professional identity rank highly among skills gained during field experiences. The research also showcases the acquisition of essential teaching and class management skills. The study raises questions regarding the program's impact on institutions, particularly concerning its role in enhancing autonomy and relevance. The study evaluates the program’s potential as a catalyst for effective teacher education and its ability to attract mission-driven, motivated individuals to the teaching profession.