Teacher Leadership Development
Building Bridges not Borders between Israeli Jewish and Palestinian Educators
Bibliographic Data
| ID | 21726454 |
|---|---|
| Authors | Dua Jabr Dajani (Kerem Institute, Kol Israel Haverim Alliance and the David Yellin Academic College of Education, Israel), Hila Katz-Berger (Kerem Institute, Kol Israel Haverim Alliance, Israel), M Bruce King (0000-0001-9371-0121, corresponding author), Laura Lang (0009-0006-9179-8178, University of Wisconsin-Madison and the AIW Institute, USA), Ariel Levy (0000-0003-3557-1201, JDC (Joint Distribution Committee)-Ashalim, Israel), Yael Pulvermacher (Yad Hanadiv Foundation, Israel) |
| Year | 2020 |
| Volume | 19 |
| Issue | 2 |
| Pages | 120-136 |
| Publication date | 2020-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in International Education (JOURNAL) |
| Journal identifiers | ISSN: 1475-2409 • E-ISSN: 1741-2943 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1475240920954858 |
| OpenAlex | W3091001112 |
| Language | EN |
| References cited | 13 |
Teacher leadership development receives considerable attention in many educational reforms across the globe. This article reports on a unique partnership in Jerusalem that brings Israeli and Palestinian educators together to cultivate teacher leaders who facilitate professional communities and support continual improvement in teaching and learning. The research design involves participatory action research and draws on theoretical frameworks of democratic education, productive professional discourse, and authentic intellectual work. Findings focus on the enhancement of multicultural training, increased depth of pedagogical discussions, and improvement in leading teacher learning communities. The conclusions consider the ways in which a few bridges are overcoming both real and perceived borders in a region of persisting cultural tension and conflict, as the teacher leaders and co-authors developed an emerging common understanding of a shared conception of professional practice across three languages, and a growing mutual respect for the ‘other’
Action research · Democracy · Educational leadership · Faculty Development · General partnership · Globe · Multiculturalism · Participatory action research · Pedagogy · Political science · Politics · Professional development · Professional learning community · Sociology · Teacher education · Teacher Leadership · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Teaching Practice
Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations
Experience and Education
Participatory action research (PAR) as democratic disruption
The experiences of Arab teachers in Jewish schools in Israel
Appropriating protocols for the regulation of teacher professional conversations
Records of Practice and the Development of Collective Professional Knowledge
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice
Experience and Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |