Teacher Leadership Development: Building Bridges not Borders between Israeli Jewish and Palestinian Educators

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2020-08-01 DOI:10.1177/1475240920954858
Dua Jabr Dajani, Hila Katz-Berger, M. King, L. Lang, Ari Levy, Yael Pulvermacher
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Abstract

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’.
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教师领导力发展:在以色列犹太和巴勒斯坦教育工作者之间架起桥梁而非边界
在全球范围内的许多教育改革中,教师领导力发展受到了相当大的关注。这篇文章报道了耶路撒冷的一种独特的伙伴关系,它将以色列和巴勒斯坦的教育工作者聚集在一起,培养促进专业社区并支持持续改进教学的教师领导者。研究设计涉及参与式行动研究,并借鉴了民主教育、富有成效的专业话语和真实的智力工作的理论框架。调查结果侧重于加强多元文化培训,增加教学讨论的深度,以及改善领先的教师学习社区。这些结论考虑了在一个持续存在文化紧张和冲突的地区,一些桥梁如何克服真实和感知的边界,因为教师领导者和合著者对三种语言的专业实践的共同概念形成了新的共识,并对“另一种”越来越相互尊重。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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