The Mofet Institute

Aims Assess the feasibility (adherence, fidelity, acceptance, implementation) and preliminary efficacy of Pedagogical Occupational Executive Training-Teacher (POET-T), a scalable, teacher-based adaptation of the validated parent-based POET intervention. POET-T is a consultation-based occupational therapy intervention to enhance children’s executive control in educational settings. Methods Eleven early childhood teachers implemented the POET-T in mainstream classrooms over six weeks. Feasibility was assessed using teachers’ questionnaires combining multiple-choice and open-ended questions and fidelity rating scales completed by consulting occupational therapists. The children’s sample included 27 children identified with executive delays (aged 3.25–6.58 years, M = 4.47, SD = 0.95; 17 boys). Teachers completed the Executive Function & Occupational Routines – Early Childhood (EFORTS-EC) and the Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P) questionnaires at three intervals: Pre-intervention, post-intervention, and follow-up (6–8 wk apart). Results Teachers’ feasibility questionnaire showed consistent weekly use of the program’s principles, with high acceptance, fidelity and implementation. Pre-to-post intervention comparison showed significant improvement in children’s ability to manage their routines, but not in their general executive functions. Conclusion POET-T appears scalable and feasible in boosting children’s executive control in daily routines that take place in the educational setting. Further research is needed to determine its effectiveness.

A decade has passed since Goodwin and colleagues asked who teacher educators are and what they need to know and be able to do [...]

Teacher educators struggle to balance heavy teaching loads, research, writing, and institutional service. This qualitative study uses institutional ethnography to question how college leadership understand the significance of academic scholarship in the professional lives of college-based teacher educators in Israel. Data from interviews with eight college position holders shed light on the working lives of college-based teacher educators and how they are positioned as researcher-writers in an institution where scholarship expectations are blurry. Findings reveal three themes: the importance of academic activity for institutional prosperity, the difficulties in academic scholarship experienced by teacher educators, and the support the institution provides to encourage and maintain academic activity. The discussion contemplates the tensions between institutional and individual teacher educator advancement. The complexity of the institutional structure deserves attention to achieve institutional aims and attend to individual faculty’s professional needs and desires. The implications of this study are significant for leadership in teacher education and higher education around the world, prompting leaders to rethink ways of supporting faculty involved in research and writing alongside teaching and additional roles. Balancing conflicting roles, providing clear expectations, and maintaining an ongoing dialogue between teacher educators and leadership regarding professional development needs can lead to institutional prosperity alongside individual professional advancement.

ABSTRACT Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) conducted in 12 countries. While the findings from this study reveal that most SBTEs receive some form of preparation for their role, they require that preparation to be more collaborative and target the pedagogic and research-related aspects of their work. The findings also indicate how much more needs to be done to recognise, address and support SBTEs’ learning needs in relation to the rapidly-changing socio-economic, cultural and technological contexts that underpin the work of all teacher educators.

ABSTRACT This study examines the use of verbal (Arabic/Hebrew), cultural (collectivist/individual), and therapeutic languages (bibliotherapy/psychotherapy) among Israeli-Arab bibliotherapists. Semi-structured in-depth interviews were conducted among 10 therapists to ascertain how their multilingualism influences their dialogues among themselves, with their patients, as well as which literature they integrate into their work. Three main findings emerged: (1) Lingual choice to reflect proximity or distance from emotional issues in therapy, or from their own culture at supervision; (2) Literature selection based on their patient's needs and to reduce diglossia; and (3) A need to translate the professional glossary to Arabic, and to group with Israeli-Arab colleagues. In conclusion, the therapists created an integrative and hybrid identity moving between different languages in order to meet the needs of proximity or distance from themselves, their patients, and their culture. This study can help multicultural therapists better conceptualize their experiences, and consolidate their identities.

Although teacher's personality is an essential component of successful classroom learning, most teacher education programs accept students solely on the basis of scholastic ability scores such as school grades, national test scores (SAT, GRE) or undergraduate college transcripts. To ensure suitability to teaching, a personality-evaluation system was developed in Israel for teacher education candidates. This evaluation system includes non-cognitive measures, such as group dynamic exercises, simulations, a teaching exercise, situational judgement tests, personality tests and an inter-personal interview, all performed face-to-face (FTF) at a testing center. The outbreak of COVID-19 in 2020 brought about lockdowns and social distancing, precluding the administration of this FTF evaluation system. Therefore, the development team adapted the system to online remote testing, using Zoom technology. The present study examined the effect of this transition to remote evaluation on the quality of selection for teaching, looking at suitability-to-teaching scores and the subjective views of applicants and evaluators. A comparison of the 2020 remote scores with the 2019 FTF scores revealed that scores on remote evaluation were slightly lower than FTF scores, and were more centralized. While the candidates found that remote evaluation provided fewer opportunities to express themselves, both candidates and evaluators were satisfied with the administration and convenience of the evaluation day. The Discussion chapter summarizes the unique affordances and constraints of remote evaluations and presents suggestions for changes which might be made when moving an assessment online that could take advantage of this new environment.

ABSTRACT Clinical simulation is recognised as an authentic approach that relies on practice through simulations of real situations. The development of scenarios for evidence-based simulations is an important stage in planning simulations. Yet, in teacher education there is a paucity of research on the subject of simulation scenarios. The goal of the current study is to expand the range of existing knowledge, by examining teachers’ perceptions of authenticity in simulation-based learning (SBL) scenarios. Using a qualitative methodology and a case-study approach, the current study involved 59 teachers who participated in SBL workshops. Data analysis revealed three main themes related to the simulation scenario, which were identified as contributing to the authentic learning experience: (a) physical elements of the scenario environment, (b) contextual elements of the scenario event, (c) experiential elements of the scenario enactment. Theoretical, methodological, and practical aspects for developing scenarios are discussed.

This deliverable is aimed to compile the datasets that have been generated in the context of the work done by WP2. In addition to this, the source code to replicate the CS Track database is reported as well in this deliverable, mainly because this database has been used as the main source to generate the corresponding datasets. The details regarding the research conducted in the associated studies are fully documented in D2.2. This deliverable only contains a summary of the corresponding study in order to frame the purpose and relatedness of the dataset. In addition to this, for each dataset it is briefly described the content and its grouping (how data is organised). Each dataset corresponds to different nature of research, this means its content will differ among them.