Teachers, Teacher Education, and Professional Development

Initial teacher education takes place in colleges of education and in schools of education at universities. Since a new policy was introduced in 2003, teachers are required to complete an induction year (their first year of teaching) before they may obtain a teaching license. Teacher education in colleges combines disciplinary and pedagogical content, typically in a four year program (110 to 115 hours annually, including the one year induction), and results in a bachelor’s degree in education and a certificate to teach at the primary or lower secondary level. The programs for teacher education at universities are specific to secondary school teachers.

The prerequisites for obtaining an education license include a teaching certificate, an academic degree, and the successful completion of the induction year. Since 2006,15 the basic pedagogical component of teacher education programs has been extended to 24 to 30 hours annually and comprises educational studies, research methodology, and pedagogical studies, including a supervised practicum. Overall, the pedagogical component complements 60 hours per year of disciplinary studies.

Teacher Education Specific to Mathematics and Science

Over the past few years, colleges of education have begun to offer an alternative pathway to obtaining a teaching certificate for career changers, candidates who hold a bachelor’s degree and have a few years of work experience in another field. Most candidates for a teaching certificate in mathematics and science and technology come from careers in mathematics and science, such as high-tech and engineering careers. The programs for career changers typically last two years and focus on the basic pedagogical component of the full four year program. Certain colleges of education offer the option of combining a master’s degree in education (M.Teach) with a teaching certificate. Every program requires teachers to complete an induction year before a teaching license may be granted.

In 2009, an educational reform, NEW HORIZON (OFEK HADASH),16 was initiated at the national level for primary and lower secondary schools, and four main goals were set forth: strengthening the status of teachers and raising their salaries; ensuring equal opportunity for every student, raising student achievement, and narrowing education gaps; improving school climate; and empowering principals and extending their authority in schools. The reform gives principals greater responsibility for teacher evaluation and performance, and exemplifies a trend toward increasing the accountability of schools for quality of instruction and student outcomes. The reform establishes a scale of promotion for teachers and principals, and constructs the process of teacher evaluation in a way that reflects the complexity of their work and creates a common language for all those involved with teacher evaluation in the different arenas of the school system (both within the Ministry of Education and outside, i.e., inspectors, principals, teachers, academics, etc.). The reform strongly reflects the “no child left behind” rationale, and makes provisions for it to be implemented in schools—i.e., time is dedicated in teachers’ daily schedules for helping students with learning difficulties as well as exceptional students.

According to the new reform, all primary and lower secondary school teachers are required to undergo 60 hours of in-service training per year, at least half of it in their professional domain. As most science teachers hold a teaching license in biology or chemistry, the physics component of the in-service trainings is enhanced. Every school offers 28 hours per month of institutional in-service training, planned by the principal and managerial staff, in two to five subject areas. Each teacher is required to complete training in two to three subject areas. In mathematics and science, intensive training is provided for teachers by qualified instructors (experienced teachers who have completed extensive professional development led by mathematics and science education specialists). In-service training in mathematics and science was increased to help teachers with the new curricula. For in-service training in geography, national conferences and computerized continuing education programs are provided, and there is an expanded team of instructors.

Requirements for Ongoing Professional Development

In-service professional development programs are planned in each subject according to recommendations made by policymakers, and implemented by special professional development centers for in-service teachers, and by universities and colleges of education. Among the courses and workshops offered are courses for primary school teachers pursuing qualification in mathematics and science and technology, as well as courses for strengthening geography content knowledge and pedagogical content knowledge.

There are four types of training within the professional development framework: group training intended to facilitate the implementation of policy; task-oriented training for principals, coordinators, and leaders (initiated by the Ministry of Education); school-based training for addressing the needs of individual schools; and personal training for professional enrichment and further education.

In-service primary school teachers may obtain a qualification to teach science and mathematics through participating in extensive professional development programs at colleges of education (for science and technology, the requirements comprise 720 hours over 3 years, and for mathematics, 360 hours over 3 years). Special programs have been established since 2002. A comparable three year program (120 hours per year) for primary school teachers pursuing a qualification in mathematics was introduced in 2002, at several teachers’ colleges.