"Beit Midrash" for Teachers: An Experiment in Teacher Preparation

Autor/in	Feiman-Nemser, Sharon
Titel	"Beit Midrash" for Teachers: An Experiment in Teacher Preparation
Quelle	In: Journal of Jewish Education, 72 (2006) 3, S.161-181 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
Schlagwörter	Jews; Language of Instruction; Fellowships; Instructional Leadership; Cultural Awareness; Teacher Improvement; Day Schools; Collegiality; Cooperative Learning; Cultural Influences; Reader Text Relationship; Teamwork; Reading Materials; Reading Material Selection; Reading Aloud to Others; Teaching Methods + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Teaching language; Unterrichtssprache; Fellowship; Stipendium; Instruction; Leadership; Bildung; Erziehung; Führung; Cultural identity; Kulturelle Identität; Day school; Halbtagsschule; Kollegialität; Kooperatives Lernen; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	"Beit midrash" or "house of study" refers to a place where Jews, traditionally men, gather to study classical texts, often in pairs or "hevruta." In this "Beit midrash" for Teachers, the selection of texts, the language of instruction and the purposes of learning differ from those in a traditional "Beit midrash" where the study of Talmud is considered a religious activity and the goal is to enable students to become independent students of Talmud. The "Beit midrash" for Teachers is an integral part of the DeLeT (Day School Leadership Through Teaching) program at Brandeis, a 13-month, post-baccalaureate fellowship program designed to prepare teachers for the elementary grades in Jewish day schools. This article examines the "Beit midrash" for Teachers as a rich learning opportunity in its own right and an important component in a coherent program of teacher education for Jewish day school teaching. It examines the mix of purposes fostered in the "Beit midrash" and shows how these ends-in-view reinforce and are reinforced by the purposes and practices in other program components and in the overall program. It suggests that learning to "read" students and texts is a foundational element in learning to teach in Jewish day schools and that learning to do this well depends on opportunities for "critical colleagueship." An example that underscores the importance of collaborative learning in the DeLeT program and to the parallels with "hevruta" learning in the "Beit midrash" is presented. (Contains 3 figures and 23 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10