Ayelet Becher
Datos Biográficos
| ID | 202808 |
|---|---|
| NOMBRE | Ayelet Becher |
| NOMBRES | Ayelet |
| APELLIDO | Becher |
| FIRMA | BECHER A |
| AFILIACIONES | University of Haifa |
| ORCID | 0000-0003-3860-8006 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 28 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Principals’ sense-making and sense-giving of their professional role tensions
School principals are located at the interface between competing demands by a wide spectrum of stakeholders leading to tensions and ambiguities in their role. Understanding principals’ role tensions within organizational and occupational professionalism during Covid-19 crisis is of considerable importance for improving the capacity of school leadership. This qualitative study examines Israeli principals’ considerations and creative mediation stra…
Historical changes in teacher training in Israel
This study explored the evolution of professional perceptions guiding teacher training in Israel, examining two alternative explanations for their dynamic development: the first one focuses on the modernisation of professional perceptions, drawing on Hargreaves’ theory of the four stages of teacher professionalism; the second delves into the cyclical nature of liberal and conservative trends in education, based on Cuban’s theory of cyclical chang…
Homeroom teachers’ professional judgments
This collective case study examines Israeli homeroom teachers' professional judgment considerations, justifications, and structure. Findings reveal three key considerations shaping judgments: student-centered (needs, welfare, motivation), teacher-centered (professional style, values, and beliefs), and organization-centered (school structure and division of labor). Justifications include technical (designing effective practices), moral (adhering t…
Holding our Ground in the Face of Public Mistrust
Globally, enduring skepticism around professionalism in education systems has questioned the efficiency in which teachers meet students' educational needs and their authority to do so. Presently, efforts toward professionalization in teacher education (TE) are threatened by neoliberal reforms promoting alternative pathways into teaching and performance-based accountability mechanisms to monitor teachers and schools. In the face of public mistrust…
When context meets knowledge in university professional education
Teaching as a Clinical Profession
One influential way of thinking about teaching is to conceive of it as a clinical profession, similar in important ways to medicine. However, fundamental differences between doctors' and teachers' practice limit the usefulness of the medical model. How can we adapt our understandings of clinical practice in light of the unique aspects of teaching and the context of teachers' work? In this article, we explore the requirements of the central clinic…
Taking stock of research on teacher collaborative discourse
Context Matters
This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors' work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections betw…
Integrating social activity theory and critical discourse analysis
This study suggests an integrative qualitative methodological framework for capturing complexity in mentoring activity. Specifically, the model examines how historical developments of a discipline direct mentors’ mediation of professional knowledge through the language that they use. The model integrates social activity theory and a framework of critical discourse analysis to guide the data collection, analysis and interpretation processes. Drawi…
Cycles of Action through Systems of Activity
In this article we offer an extended reading of an action research model in the context of mentored learning in preservice education in Israel. Our reading attends both to how a particular form of action research plays out in participants' constructions of the practice of mentoring and mentored learning and how such constructions can be understood in the wider context of interrelations between activity systems, as offered through the lens of acti…
Breaking the Circle of Solitude
Craig, C. J., & Deretchin, L. (Eds.). (2009). Teacher Education Yearbook XVII: Teacher Learning in Small‐Group Settings. Lanham, MD: Rowman & Littlefield
Taking stock of research on teacher collaborative discourse
Teaching as a Clinical Profession
One influential way of thinking about teaching is to conceive of it as a clinical profession, similar in important ways to medicine. However, fundamental differences between doctors' and teachers' practice limit the usefulness of the medical model. How can we adapt our understandings of clinical practice in light of the unique aspects of teaching and the context of teachers' work? In this article, we explore the requirements of the central clinic…
Context Matters
This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors' work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections betw…
Holding our Ground in the Face of Public Mistrust
Globally, enduring skepticism around professionalism in education systems has questioned the efficiency in which teachers meet students' educational needs and their authority to do so. Presently, efforts toward professionalization in teacher education (TE) are threatened by neoliberal reforms promoting alternative pathways into teaching and performance-based accountability mechanisms to monitor teachers and schools. In the face of public mistrust…
Integrating social activity theory and critical discourse analysis
This study suggests an integrative qualitative methodological framework for capturing complexity in mentoring activity. Specifically, the model examines how historical developments of a discipline direct mentors’ mediation of professional knowledge through the language that they use. The model integrates social activity theory and a framework of critical discourse analysis to guide the data collection, analysis and interpretation processes. Drawi…
Cycles of Action through Systems of Activity
In this article we offer an extended reading of an action research model in the context of mentored learning in preservice education in Israel. Our reading attends both to how a particular form of action research plays out in participants' constructions of the practice of mentoring and mentored learning and how such constructions can be understood in the wider context of interrelations between activity systems, as offered through the lens of acti…
Breaking the Circle of Solitude
Craig, C. J., & Deretchin, L. (Eds.). (2009). Teacher Education Yearbook XVII: Teacher Learning in Small‐Group Settings. Lanham, MD: Rowman & Littlefield
Integrating social activity theory and critical discourse analysis
This study suggests an integrative qualitative methodological framework for capturing complexity in mentoring activity. Specifically, the model examines how historical developments of a discipline direct mentors’ mediation of professional knowledge through the language that they use. The model integrates social activity theory and a framework of critical discourse analysis to guide the data collection, analysis and interpretation processes. Drawi…
Context Matters
This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors' work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections betw…
Taking stock of research on teacher collaborative discourse
Teaching as a Clinical Profession
One influential way of thinking about teaching is to conceive of it as a clinical profession, similar in important ways to medicine. However, fundamental differences between doctors' and teachers' practice limit the usefulness of the medical model. How can we adapt our understandings of clinical practice in light of the unique aspects of teaching and the context of teachers' work? In this article, we explore the requirements of the central clinic…
When context meets knowledge in university professional education
Holding our Ground in the Face of Public Mistrust
Globally, enduring skepticism around professionalism in education systems has questioned the efficiency in which teachers meet students' educational needs and their authority to do so. Presently, efforts toward professionalization in teacher education (TE) are threatened by neoliberal reforms promoting alternative pathways into teaching and performance-based accountability mechanisms to monitor teachers and schools. In the face of public mistrust…
Historical changes in teacher training in Israel
This study explored the evolution of professional perceptions guiding teacher training in Israel, examining two alternative explanations for their dynamic development: the first one focuses on the modernisation of professional perceptions, drawing on Hargreaves’ theory of the four stages of teacher professionalism; the second delves into the cyclical nature of liberal and conservative trends in education, based on Cuban’s theory of cyclical chang…
Homeroom teachers’ professional judgments
This collective case study examines Israeli homeroom teachers' professional judgment considerations, justifications, and structure. Findings reveal three key considerations shaping judgments: student-centered (needs, welfare, motivation), teacher-centered (professional style, values, and beliefs), and organization-centered (school structure and division of labor). Justifications include technical (designing effective practices), moral (adhering t…
Principals’ sense-making and sense-giving of their professional role tensions
School principals are located at the interface between competing demands by a wide spectrum of stakeholders leading to tensions and ambiguities in their role. Understanding principals’ role tensions within organizational and occupational professionalism during Covid-19 crisis is of considerable importance for improving the capacity of school leadership. This qualitative study examines Israeli principals’ considerations and creative mediation stra…
Pedagogy (10 obras) · Psychology (10 obras) · Sociology (8 obras) · Teacher Education and Leadership Studies (8 obras) · Political science (5 obras) · Public relations (4 obras) · Context (archaeology) (3 obras) · Epistemology (3 obras) · Law (3 obras) · Linguistics (3 obras)