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The Center for the Study of Pedagogy Research-Practice Partnerships
The Center for the Study of Pedagogy Research-Practice Partnerships
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Research and development projects

​​​​​At the Laboratory for the Study of Pedagogy Research-Practice Partnerships

Develop​ing pedagogical discourse and leadership in Hashkafa - a national movement for teacher leadership

Guidance and support for over 160 teacher learning communities in two Ministry of Education districts. During this process, the lab team investigated aspects of pedagogical discourse and leadership and the development of practical tools to promote productive pedagogical discourse in professional learning communities.
See, for example, the following link for the tool booklet for leading teachers: https://in.bgu.ac.il/humsos/pedagogy/DocLib1/hashkafa-tools-2.pdf

Meaningful learning through academically productive dialogue

Promoting dialogical pedagogy in the classroom in language classes through the development of tools and learning resources and guiding teachers in their professional development. During the program, instructors, language teachers, and researchers (a partnership between Ben Gurion University, the Hebrew University and Tel Aviv University) developed study units based on dialogical principles. Among other aspects, the process was based on studies in the dialogical pedagogy field and the experience of instructors and teachers in the study units and with learning resources as well as an investigation of their teaching methods in the classroom and dilemmas that come up while teaching. See the tool booklet below: https://tinyurl.com/y5t7tzs3

Pedagogy in Israel: Classroom Discourse Activity

The project focused on an analysis of learning and teaching practices in language classes as well as understanding teachers' perceptions of these practices in language classes in elementary schools in the Hebrew State education system. A comprehensive overview of the reality in the classrooms emerged from the study findings: The way the lessons are taught, in-class processes, the content taught, the questions the teachers ask, the assignments the students cope with, and the structure of participation in the discourse. The research findings and its implications were presented and discussed in dozens of groups of teachers, administrators, supervisors and pedagogical policymakers in Israel. See the following link for a detailed report: https://tinyurl.com/ut236hrp