The First "Hebrew" Teachers in "Eretz Yisrael": Characteristics, Difficulties and Coping Methods (1881-1914)

Autor/in	Reichel, Nirit
Titel	The First "Hebrew" Teachers in "Eretz Yisrael": Characteristics, Difficulties and Coping Methods (1881-1914)
Quelle	In: History of Education, 38 (2009) 1, S.9-28 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
Schlagwörter	Semitic Languages; Reading Materials; Jews; Textbooks; Judaism; Reference Materials; Foreign Countries; Teacher Characteristics; Teacher Education; Teaching Experience; Coping; Values; Social Behavior; Social Support Groups; Educational History; Educational Objectives; Self Efficacy; Curriculum Design; Israel; Palestine + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Jew; Jude; Jüdin; Juden; Textbook; Text book; Schulbuch; Lehrbuch; Judaismus; Literaturnachweis; Ausland; Lehrerausbildung; Lehrerbildung; Bewältigung; Wertbegriff; Social behaviour; Soziales Verhalten; Social support; Soziale Unterstützung; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Self-efficacy; Selbstwirksamkeit; Lehrplangestaltung; Palästina
Abstract	The founding fathers of the new Jewish community in "Eretz Yisrael" (the Land of Israel, or Palestine) as well as many philosophers, public figures, educators and authors both in Israel and in the Diaspora were preoccupied with the image of the new Israeli Hebrew. The educational system was seen as an instrument to create the "new Hebrew" (identifying with the ancient Hebrews) and to instil new values and behaviours in the young Palestinian-born generation. During the first three decades (1981-1914) of Jewish education in Palestine, the typical teacher had neither pedagogical training nor prior experience in education, lacked the vocabulary for teaching subjects in Hebrew, and was familiar only with educational systems that differed from the one that she/he dreamed of creating. Individual teachers had no contact with one another and no institutionalised support system. They worked as "lone soldiers", contending with a severe shortage of reference books, textbooks and reading material, struggling with the necessity to create a curriculum and set its priorities, and to translate and prepare material. Yet despite these tremendous difficulties, many educators did manage to realise their educational aims. What characterised these early teachers? What were the difficulties they faced? How did they manage to achieve their aims? This article attempts to answer these and other relevant questions. (Contains 104 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10