Main Article Content
To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.
BenDavid-Hadar I., School finance policy and social justice, International Journal of Educational Development, 2016, 46.
Beyer L.E., Apple M.W., The curriculum: Problems, politics, and possibilities, Suny Press, Albany 1998.
Bolam R., McMahon A., Stoll L., Thomas S., Wallace M., Creating and sustaining professional learning communities. Research Report Number 637, General Teaching Council for England, Department for Education and Skills, London 2005, England.
Bolstad R., School-based curriculum development: Redefining the term for New Zealand schools today and tomorrow, 2004. Retrieved from http://www.nzcer.org.nz/pdfs/13514.pdf
Feucht F., The nature of epistemic climates in elementary classrooms (unpublished Doctoral Dissertation), University of Las Vegas, Las Vegas 2008.
Feucht F., Bendixen L.D., Personal epistemology in the classroom: A welcome and guide for the reader, [In:] Personal Epistemology in the Classroom, Eds. L. Bendixen, F. Feucht, Cambridge University Press, New York 2010.
Finnan C., Implementing school reform models: Why is it so hard for some schools and easy
for others? Paper presented at the meeting of the American Educational Research Association, (ERIC Document Reproduction Service No. ED446356), New Orleans
Fullan M., The meaning of educational change, Teacher College Press, New York 1991.
Fullan M., The new meaning of educational change, Routledge, New York 2007.
Gawlik M.A., Shared sensemaking: How charter school leaders ascribe meaning to accountability, Journal of Educational Administration, 2015, 53(3).
Glickman C.D., Gordon S.P., Ross-Gordon J.M., The basic guide to supervision and instructional leadership (3rd ed.), Pearson, Boston 2013.
Grennon Brooks J., Brooks M., In search of understanding: the case for constructivist classrooms, Association for Supervision and Curriculum Development, Alexandria, Virginia 1993.
Harris A., Big change question: Does politics help or hinder education change? Journal of Educational Change, 2009, 10(1).
Hinde E.R., School culture and change: An examination of the effects of school culture on the process of change, Essays in Education, 2004, 11.
Israeli Ministry of Education, Something Good Is Happening Now, Milestones of Meaningful Learning, 2014. (Hebrew). Retrieved September 22, 2018, from http://cms.education.gov.il/NR/rdonlyres/126241AF-D044-42EA-BF7B-7660760C7263/193744/MashehuTovKoreAcshaiv.pdf
Jenlick P., Kinnucan-Welsch K., Learning ways of caring, learning ways of knowing through communities of professional development, Journal for a Just and Caring Education, 1999, 5(4).
Kalenze E., Education is upside-down: Reframing reform to focus on the right problems, Rowman & Littlefield, London 2014, UK.
Levin B., Fullan M., Learning about system renewal, Educational Management Administration & Leadership, 2008).36(2).
Lunn Brownlee J., Schraw G., Walker S., Ryan M., Changes in preservice teachers’ personal epistemologies, [In:] Handbook of epistemic cognition, Eds. J.A. Greene, W.A. Sandoval, I. Bråten, Routledge, New York 2016. Retrieved from https://books.google.co.il/books?hl=en&lr=&id=uYpwCwAAQBAJ&oi=fnd&pg=PT415&ots=_shVAmKxcd&sig=PwT6bWOQbdS_K12rs6KwsBEq6KI&redir_esc=y#v=onepage&q&f=false
Mayer R.E., Thinking, problem solving, cognition, Freeman, New York 1992.
Morrissey M., Professional learning communities: An ongoing exploration, Southwest Educational Development Laboratory, Austin 2000, TX. Retrieved September 22, 2018, from http://www.sedl.org/pubs/change45/plc-ongoing.pdf
Ornstein A.C., Hunkins F., Curriculum: Foundations, principles and theory (2nd ed.), Allyn and Bacon, Boston 1993.
Patrick H., Pintrich P., Conceptual Change in teachers’ intuitive conceptions and epistemological beliefs, [In:] Understanding and teaching the intuitive minds, Eds. B. Torf, R.J. Sternberg, Lawrence Erlbaum Associates, Mahwah, NJ 2001.
Sarason S.B., The predictable failure of educational reform. Can we change course before it’s too late? Jossey-Bass, San Francisco, CA 1990.
Sarason S.B., Revisiting «The Culture of the School and the Problem of Change», Teachers College Press, New York 1996.
Schraw G., Olafson L., Teacher’s epistemological worldviews and educational practices, Issues in Education, 2002, 8(2).
Senge P., Cambron-McCabe N., Lucas T., Smith B., Dutton J., Kleiner A., Schools that learn, Doubleday/Currency, New York 2000.
Smyth I., Shacklock G., Re-making teaching: Ideology, policy and practice, Routledge, London 1998.
The State Comptroller, State Comptroller Report – Ministry of Education – Promoting meaningful learning in schools. The State Comptroller, Jerusalem 2017. Retrieved from https://www.google.co.il/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahUKEwj_nMyI4NbdAhVI_qQKHQHoBLUQFjAAegQIARAC&url=http%3A%2F%2Fwww.mevaker.gov.il%2Fhe%2FReports%2FReport_627%2Fc54d0e9e-2854-4cce-9623-66a6b2546c88%2F210-schools.docx&usg=AOvVaw3xeZYSv
Toohey S., Designing courses for higher education, The Society for Research in Higher Education & Open University Press, Philadelphia 1999, PA.
Townsend T., International handbook of school effectiveness and school improvement, Springer, Dordrecht 2007, The Netherlands.
Tsai C.C., Nested epistemologies: Science teachers’ beliefs of teaching, learning and science, International Journal of Science Education, 2002, 24.
Tyler R.W., Specific approaches to curriculum development, [In:] Curriculum and instruction, Ed. H. Giroux, McCutchan, Berkeley 1981, CA.
Windschitl M., Framing constructivism in practice as the negotiation of dilemmas: an analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers, Review of Educational Research, 2002, 72(2).