By Judith Barak, Ariela Gidron
ACE (Active Collaborative schooling) set out on its academic trip in October 2001. on the time, graduates of the varsity have been enthusiastically approved within the box, easily slipping into the varsity method and hugely liked as 'good teachers'. although, this case didn't please this book's participants. They desired to see ACE graduates as diverse academics, brokers of swap and innovation of their school rooms in addition to within the wider circles in their society. it truly is by contrast history that the ACE application got here into being - subversive in spirit, targeting the method up to on its finish effects, on discussion rather than on festival, and on studying groups and participation up to on person engagement.
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Extra info for Active Collaborative Education: A Journey towards Teaching
SHACHOR and deals with opinions, attitudes and beliefs of the student teachers rather than their personality features. We in ACE do not wish to design peoples’ personalities, but for them to take into consideration their basic assumptions, conceptions and attitudes. Assumptions, conceptions and attitudes are important elements for selfunderstanding and understanding the context in which one acts. These elements are subject to constant change in the process of giving meaning to events and life situations.
A story has a structure of its own that gives framework and language, in which to describe human, multifaceted situations of learning, like a lesson. In this process, we developed with our students, narrative tools with which to study their stories of practice and understand them professionally. , the main character, identify the structure of the story, the plot, the conflict and its solution, the narrator voice and its role in the story. 17 S. TUVAL & A. GIDRON The process of telling and retelling of practice is mainly based on the following four principles: 1.
Dina [the teacher educator]: Or maybe because you do not want to expose a vulnerable point? Yelena: Part of the reason is to avoid others’ stigmatic reactions. … Dina [the teacher educator]: I want to return to Achmed’s question, whether it bothered you at all that the child might be hungry. Achmed: In my opinion, if she thought about the hungry child, the teacher in her would be the “hero” in this story. Dina [the teacher educator]: In what way would the story be different then? Achmed: Her thoughts and wonderings would be different.
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