The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals

Autor/inn/en	Avidov-Ungar, Orit; Ezran, Eliat
Titel	The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals
Quelle	In: Leadership and Policy in Schools, 19 (2020) 2, S.190-208 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avidov-Ungar, Orit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2018.1513157
Schlagwörter	Faculty Development; Teacher Attitudes; Communities of Practice; Principals; Program Descriptions; Administrator Attitudes; Pilot Projects; Foreign Countries; Educational Change; Teacher Characteristics; Teacher Leadership; School Districts; Barriers; Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Community; Principal; Schulleiter; Pilot project; Modellversuch; Pilotprojekt; Ausland; Bildungsreform; Lehrerfunktionsstelle; School district; Schulbezirk
Abstract	Professional development communities (PDCs) are professional learning communities for teacher development in schools. Israeli educational reforms made principals responsible for staff professional development and introduced a teacher-led, PDC-based program called Hashkafa for teacher development. The current study examined principals' views regarding: the teacher characteristics necessary to lead a PDC; the facilitators and barriers to effective PDCs; and the effect of Hashkafa on teacher professional development. Participants were the principals of 17 of the 97 schools participating in the Hashkafa pilot program. Most (13) principals considered the program to have a moderately or strongly positive effect on teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01