Keywords
kindergarten teacher
image
publications
headlines
contents
talkback
Israeli media
image
publications
headlines
contents
talkback
Israeli media
How to Cite
Alezra, F. (2020). The image of a kindergarten teacher in the israeli media. Yearbook of Pedagogy, 42, 165–180. https://doi.org/10.2478/rp-2019-0011
Abstract
Recognition of the importance of early childhood education is increasing. Many reports published in Israel and around the world deal with the powerful and critical impact of this era on individuals and society. In contrast, the professional image of the kindergarten teacher in Israel is seen as be- ing as low-status as in many countries. This professional image influences the choice of teaching profession and the conditions of admission in teacher training colleges. The low-status image is influenced by many publications in the Israeli media. To say these publications are unflattering to the profession and to kindergarten teachers would be an understatement. In this article, I will try to answer the question: How is the kindergarten teacher’s image expressed in publications about kin- dergarten and kindergarten teachers in the media in Israel? The research tools are ten articles with the kindergarten tag on the news content sites Walla and Mako as of June 2019. The method chosen is content analysis, a research technique for objectively describing media content through which messages can be identified. In so doing, I will draw conclusions about what can be done to improve publications about the profession and at the same time to improve the image of the kindergarten teacher in society.
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Berelson B., Content Analysis in Communication Research, The Free Press, New York 1952.
Blass N., Review of the Literature and Description of a Case on the Topic of the Improvement of the Attractiveness of the Teaching Profession. Submitted to the Initiative for Applied Research in Education, Staff of Experts for the Activity Who Will Teach When Teachers Are Lacking?,
Ministry of Education, Israel, 2009.
Burton J.W., Conflict: Resolution and Prevention, St. Martin’s Press, New York 1990.
Byrnes J.P., Wasik B.A., The Development of Language and Literacy Skills in Children: What
Teachers Need to Know, Guilford, New York 2009.
Cary G., Approach to Communication as a Culture, [in:] T. Libs, M. Talmon (eds.), Communication
as Culture – A Reader, Volume 1, The Open University, 2003, 79–98.
Central Bureau of Statistics, Table 2: Teaching Workers in Kindergarten Education according to Su-
pervision and Select Traits, Tables, Figures, and Maps, Central Bureau of Statistics, Israel, 2019. Chall J.S., The Academic Challenge: What Really Works in the Classroom? Gilford, New York 2000. Cochran-Smith M., Constructing Outcomes in Teacher Education: Policy, Practice, and Pitfalls,
“Educational Policy Analysis Archives” 2001, 9 (11).
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in Israel, [in:] T. Altshuler (ed.) Dot Com Press. Jerusalem: Israeli Institute of Democracy & Borda Center Ben-Gurion University, 2007, 350–321.
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Farah Bidjari A., Attitude and Social Representation, Procedia – Social and Behavioral Sciences.
Faculty of Education and Psychology, Alzahra University, Vanak, Tehran, Iran, 2011. Festinger L., A Theory of Social Comparison Processes, “Human Relations” 1954, 7 (2), 117–140. Feuerstein M., Speaking Current Events: Literacy and Communication, Mofet Institute, Raanana
2016, 117–138, 203–229.
Fisherman S., Professional Identity and Burnout among Teaching Workers, Shanan Press, Haifa 2016. Gerbner G., Gross L., Morgan M., Signorielli N., Living with Television: The Dynamics of the Culti-
vation Process, [in:] J. Bryant, D. Zillman (eds.), Perspectives on Media Effects, NJ: Lawrence
Erlbaum Associates, Hilldale 1986, 17–40.
Gilbert T.D., Giesler R.B., Morris K.A., When Comparisons Arise, “Journal of Personality and So-
cial Psychology” 1995, 69, 227–236.
Goldstein L.S., Teaching with Love: A Feminist Approach to Early Childhood Education, Peter
Lang, New York 1998.
Goren D., The Media and Democracy in Israel, [in:] Noyberger, Coopman, Shemshi (eds.), Govern-
ment and Politics, Am Oved, Tel Aviv 1993, 323–333.
Grossberg L., Wartella E., Whitney C.D., Media Making, Sage, London 1998.
Guba E.G., Lincoln, Y.S., Effective Evaluation, Jossey-Bass, San Francisco 1981.
Hall S. (ed.), Representation: Cultural, Representations and Signifying Practices, Sage Publica-
tions, London 1997.
Hecht Y., Struggle for Hegemony in the Online Content Market – The Case of the Talkback, “Internet
Magazine of the Israeli Internet Association” 2003.
Holsti O.R., Content Analysis for the Social Sciences and Humanities, Addison-Wesley, Reading,
MA 1969.
Hoyle E., Teaching: Prestige, Status, and Esteem, “Educational Management & Administration”
2001, 29 (2), 139–152.
Johnston K., Brinamen C., Integrating and Adapting Infant Mental Health Principles in the Training
of Consultants to Childcare, “Infants & Young Children” 2005, 18 (4), 269–281.
Kaspy D., Limor Y., Mass Media, Volume 1, Units 1–4, The Open University, Ramat Aviv 1992,
13–15.
Kaspy D., Pictures in the Mind: Public Opinion and Democracy, The Open University, Tel Aviv
2001, 150–165.
Magan D., Design Aspects of Manpower in Teaching and Training for Teaching, Central Bureau of
Statistics of Israel, 2015.
McKinsey Report, How the World’s Best-Performing School Systems Come Out on Top, 2007,
<http://www.mckinsey.com/clientservice/socialsector/resources/pdf/Worlds_School_systems_
final.pdf>.
McLoughlin C., Northcote, M., What Skills Do I Need to Teach Online? Search and Research:
Teacher Education for Contemporary Contexts. Spain: Ediciones Universidad de Salamanca,
2017, 1119–1129.
McQueen D., Representation and Stereotyping, Television – A Media Student’s Guide, Arnold, Lon-
don 1998, 139–160.
S. Moscovici, Why a Theory of Social Representations?, [in:] K. Deaux, G. Philogene (eds.), Social
Representations: Introductions and Explorations, Blackwell, Oxford 2001.
National Authority for Measurement and Assessment in Education – RAMA, Climate and Peda- gogical Environment in the Kindergartens, Attitudes of the Kindergarten Teachers and Parents: Select Findings, Ministry of Education, Jerusalem, 2017.
Oshrat S., Stress and Burnout among Kindergarten Teachers, “Studies and Research in Teacher Training” 1999, 6, 94–119.
Pre-Elementary Education Department, Thoughts about the Future Kindergarten. Ministry of Edu- cation, Pedagogical Administration, Israel 2019.
Rosengren K.E., Media Linkages of Culture and Other Societal Systems, “Communication Year- book” 1985, 9, 19–56.
Rox S., Schwartzold J.M. (eds.), Social Psychology Unit 3–4, The Open University, Tel Aviv 2000. Sabar-Ben Yehshua N., Qualitative Research in Teaching and Learning, Givatayim, Masada 1990. Stodney M., Organizational Citizenship Behavior of Kindergarten Teachers in Israel, Ph.D. Disser-
tation, Tel Aviv University, 2009.
Trachtenberg M., Report of the Committee for Social Economic Change, Jerusalem 2011, 107–117. Turin A., Representations of Teachers in Israeli Media, Mofet Institute, Raanana 2014.
Turner J., Towards a Cognitive Redefinition of Social Group, [in:] H. Tajfel (ed.), Social Identity and
Intergroup Relations, Cambridge University Press, Cambridge 1982.
Weissman C.A., Gonen A., The Pink Revolution: The Package, An Original Mockery of Israeli
Girls, [in:] R. Rosenthal (ed.), Inner Hebrew, Crown, Jerusalem 2011.
Wolansky E., International Trends and Implications for Israel, Becoming a Teacher, 2011, 23–55.
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