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 accredited within the box, easily slipping into the varsity method and hugely favored as 'good teachers'. although, this example didn't please this book's participants. They desired to see ACE graduates as diversified lecturers, brokers of swap and innovation of their study rooms in addition to within the wider circles in their society. it truly is in contrast historical past that the ACE software got here into being - subversive in spirit, targeting the method up to on its finish effects, on discussion rather than on pageant, 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
Because of the conversation, Yelena identifies new issues she wants to attend to in the future. Two core issues came up in the process of studying Yelena’s story—the issue was that of the wide multi-cultural spectrum of interpretations of the meaning of being a teacher in a multi-cultural society. , ‘you don’t throw bread away’. Exposing that which we take for granted is essential for student teachers in order to help them be aware of the need to be sensitive to the diversity among people. The discussion exposes the many cultural differences among the students, and between them and the children they teach, and sheds light on blind spots we all have which prevent us from seeing alternative aspects of a given situation.
Even if it came from ignorance, there was no judgment … it was legitimate. And through coming to know each other it became legitimate to change your mind…it contributed to our knowledge and awareness, we learned to accept and respect other cultures very different from ours. There are many things, like religion, wars, stereotypes and other things we were raised upon… and now it is obvious that there are differences between us in all those issues but knowing the individual, the person, gave the legitimacy to change our opinions about others.
Will I be a better or a worse teacher if I’m religious or not? (Rina, portfolio, 2003) • The students doubt the connection between the personal and the professional in learning how to teach, but are ready to examine their personal stories: Still, it was interesting to hear how my colleagues related to religion. It became clearer and clearer that those who do not believe are missing something in life – something spiritual, worthwhile. I began to understand that I have a tendency to look down on people who declare themselves secular.
Active Collaborative Education: A Journey towards Teaching by Judith Barak, Ariela Gidron