Teachers' Motivations for Master's Degree Programs in Education in Israeli Teacher Training Institutions and the Implications for Government Policy-Making Concerning Those Programs

Autor/inn/en	Arar, Khalid; Zuzovsky, Ruth; Donitsa-Schmidt, Smadar; Trumper, Ricardo; Barak, Judith
Titel	Teachers' Motivations for Master's Degree Programs in Education in Israeli Teacher Training Institutions and the Implications for Government Policy-Making Concerning Those Programs
Quelle	In: Asia-Pacific Journal of Teacher Education, 47 (2019) 5, S.524-538 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2018.1542661
Schlagwörter	Teacher Motivation; Masters Programs; Teacher Education Programs; Educational Policy; Policy Formation; Foreign Countries; Professional Autonomy; Faculty Development; Educational Trends; Transformative Learning; Educational Objectives; Institutional Characteristics; Inservice Teacher Education; Graduates; Government Role; Israel + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Politics of education; Bildungspolitik; Politische Betätigung; Ausland; Berufsfreiheit; Bildungsentwicklung; Pädagogische Transformation; Educational objective; Bildungsziel; Erziehungsziel; Lehrerfortbildung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin
Abstract	The study aimed to identify teachers' motivations to study Master of Education (M.Ed.) programs offered by teachers' training colleges. M.Ed. degree programs have become available in Israel since 2004, with a rapid increase since then in the number of colleges offering various programs and a consequent increase in the number of graduates. M.Ed. degrees follow one of two teaching approaches: (1) top-down/transmission of knowledge (2) bottom-up transformative studies to support teachers' professional autonomy. The first approach complies with the policy of the Council for Higher Education (CHE). The other is promoted by the Israeli Ministry of Education as an integral part of teachers' professional development. The study's methodology included examining data from multiple sources: documentation concerning the academic programs, government policy statements, and surveys administered to teachers who had graduated successfully from M.Ed. programs over the past decade and are now working in the field. We found that after the first decade of M.Ed. courses in Israel, significantly more programs incline towards the bottom-up/transformative approach, aiming to promote individual, personal and professional development instead of adopting the transmission approach. Teachers prefer M.Ed. programs at universities that include research. Yet their motivation to study is primarily intrinsic motivation, whether they aspire to study at universities or at teachers' training colleges. Results are pertinent for government planning of teachers' professional development. Further study into the needs of teachers is required to endorse these conclusions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01