Teacher training practicum

Teacher training practicum 2021-05-05T06:26:03+00:00

Oranim College of Education, International School
Academic Year 2020-2021
Course: Teaching Practicum
Pedagogical Mentors:
Lori Abramson, MAJE, Dr. Nikki Aharonian, Dr. David Netzer

General Description

Teaching is essentially a practice that encompasses subject matter, curriculum development, child development, pedagogy, classroom management, context, and professional identity. As such, it integrates cognitive, affective, and behavioral actions and reactions. Systematic professional mentoring enhances the professional quality of the practitioner’s work through careful consideration of elements of teaching, actions, and reactions in the day-to-day reality of the classroom.

The Teaching Practicum course accompanies the teaching practice in the classroom. Teachers will work with their pedagogic mentor both synchronously and asynchronously, as well as independently, for a total of four academic hours per week throughout the academic year.

Meetings will focus primarily on issues raised by the teacher, backed by authentic resources such as videos from lessons, learning materials, and case studies. The teacher and pedagogical mentor together will agree upon specific objectives and areas for examination as well as a process for working together.

1. Empower the teacher as a professional.
2. Foster growth in professional identity.
3. Utilize the practical experience to strengthen existing competencies and acquire new ones.
4. Internalize reflection and critical evaluation as tools for professional and personal growth.

Course Requirements and Student Evaluation
1. Active participation in weekly meetings (30%)
2. Submission of materials from teaching procedures (30%)
3. Ongoing reflective journal (30%)
4. Engaged, sincere, active learning and thoughtful response to feedback (10%)

Time framework
Semester A: 30 academic hours
Semester B: 30 academic hours

Initial Bibliography (will be expanded during the course)
Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership,
65(2), 34-39.
Hattie, J. (2013). Visible Learning for Teachers: Maximizing Impact on Learning.
Taylor & Francis.

Major, C.H., Harris, M.S., Zakrajsek, T. (2016). Teaching for Learning. Routledge –
Taylor & Francis. (selected parts)
Lemov, D. (2015). Teach Like a Champion 2. Jossey-Bass.
Zegarac, G. (2013). Know thy impact: Teaching, learning and leading: An interview with John Hattie. In Conversation, 4(2), 1-18.