Peer reviewed
Direct linkERIC Number: EJ1257982
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: N/A
The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals
Avidov-Ungar, Orit; Ezran, Eliat
Leadership and Policy in Schools, v19 n2 p190-208 2020
Professional development communities (PDCs) are professional learning communities for teacher development in schools. Israeli educational reforms made principals responsible for staff professional development and introduced a teacher-led, PDC-based program called Hashkafa for teacher development. The current study examined principals' views regarding: the teacher characteristics necessary to lead a PDC; the facilitators and barriers to effective PDCs; and the effect of Hashkafa on teacher professional development. Participants were the principals of 17 of the 97 schools participating in the Hashkafa pilot program. Most (13) principals considered the program to have a moderately or strongly positive effect on teacher professional development.
Descriptors: Faculty Development, Teacher Attitudes, Communities of Practice, Principals, Program Descriptions, Administrator Attitudes, Pilot Projects, Foreign Countries, Educational Change, Teacher Characteristics, Teacher Leadership, School Districts, Barriers
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A
