What Connects "Good" Teaching, Text Study and "Hevruta" Learning? A Conceptual Argument

Autor/in	Holzer, Elie
Titel	What Connects "Good" Teaching, Text Study and "Hevruta" Learning? A Conceptual Argument
Quelle	In: Journal of Jewish Education, 72 (2006) 3, S.183-204 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
Schlagwörter	Jews; Program Effectiveness; Fellowships; Professional Development; Teacher Educators; Judaism; Reading Materials; Cooperative Learning; Teaching Methods; Faculty Development; Teacher Education; Hermeneutics; Interpersonal Communication; Discussion (Teaching Technique); Reader Text Relationship; Day Schools; Elementary School Teachers + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Fellowship; Stipendium; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Judaismus; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Hermeneutik; Interpersonale Kommunikation; Day school; Halbtagsschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The study of Jewish traditional texts in a "hevruta" learning setting (two people studying a text together) represents past as well as contemporary modes of Jewish religious and devotional study. More recently, "hevruta" learning has made its way into several contexts of professional development in Jewish education, including inservice settings like the Mandel Teacher Educator Institute (MTEI) and preservice settings like the teacher preparation program at Pardes in Jerusalem and the DeLeT fellowship program at Brandeis University. In this article, the author discusses a new rationale for the study of texts in "hevruta" based in philosophical hermeneutics as it was developed in the context of the "Beit midrash" for teachers in the DeLeT program. Central to this argument is the idea of "conversation" as developed in the works of H. G. Gadamer and P. Ricoeur, which the author uses to illuminate a view of Jewish text study in "hevruta." Next the author considers some of the dispositions needed to participate in such conversations with both the text and a "hevruta" partner. He then claims that these dispositions are also integral to good teaching, at least the kind of teaching fostered in the DeLeT program. This article is part of a larger project designed to document and study the character, quality, and impact of the "Beit midrash" for teachers at Brandeis and to explore the potential of text study in "hevruta" as a form of professional development for teachers. (Contains 45 footnotes.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10