Liat Biberman-Shalev & Orit Broza 
TEACHER EDUCATION IN A REALITY OF A WORLD CRISIS 
The Narrative of a Faculty of Education in a Teacher Education College

The COVID-19 pandemic outbreak has affected the entire globe and various countries worldwide have faced educational crises that entailed the re-organization of educational institutions for coping with the complex reality. On the international level, exposure to administrative and pedagogical organization constitutes part of a global culture that allows learning from the experience of other educational institutions. Some of the educational institutions consider the crisis an unprecedented opportunity for the promotion of pedagogical processes. Conversely, others are more cautious and deliberate about the implications of the crisis for social aspects, e.g. social equality and justice, as well as for personal aspects. The proposed book aims to shed light on the way a faculty of education has been organized in this reality of crisis. The anthology of the book chapters enables readers to become aware of generic challenges and ways of coping in compliance with the education programs offered by the faculty.

Contents:

• Acknowledgements


• Introduction (Liat Biberman-Shalev, Orit Broza and Dorit Patkin)


• Reality of Crisis — Does it Really Generate a Change in Teacher Education?:
  
  
  
  • Crisis, Coping and Growth: Lecturers of Introductory Courses in Education Reflect on the Transition to Distance Teaching (Liat Biberman-Shalev, Guy Pinku, Yael (yali) Nativ, Alla Hemi, Omri Paz and Yarden Enav)
  
  
  • Designing a Unique Teaching Model for Planning Distance Learning (Sigal Chen)
  
  
  • To Be an Online Teacher — A Dream Come True (Smadar Bar-Tal)
  
  
  • Preliminary Thoughts about the Salutogenic Effects of Academic Studies on Students’ Well-Being Amidst the COVID-19 Pandemic (David Senesh)
  
  
  • ‘Freshmen First’: Integration of First-Year Students in the Academia (Tami Reuveni)
  
  


• The Narratives of Experiencing Academic Spaces and Hybrid Spaces Created in the Transition from F2F Teaching to Distance Teaching: The Issue of Teacher Education in the Various Programs:
  
  
  
  • The Micro-Narrative of Pre-School Education Program (K-6):
    
    
    
    • Created in the Transition from F2F Teaching to Distance Teaching: The Issue of Teacher Education in the Various Programs
    
    
    • The Micro-Narrative of Pre-School Education Programs (K-6):
      
      
      
      • Parent–Preschool Teacher Relationships during the COVID-19 Pandemic: The Viewpoint of Early Childhood Education (ECE) Pre-Service Teachers (Pninat Tal, Iris Levy, Sigal Tish and Alona Peleg)
      
      
    
    
    • The Micro-Narrative of Primary and Secondary School Education Programs (7–12):
      
      
      
      • ‘Anything Is Possible’ — The Narrative of a Pedagogical Supervisor During a Period of Crisis (Orit Broza, Michaella Kadury-Slezak)
      
      
      • The Status of Humanities and STEM Disciplines in a Period of Crisis (Liat Biberman-Shalev and Galia Semo)
      
      
    
    
    • The Micro-Narrative of Special Education Program (K-12):
      
      
      
      • Pre-Service Teachers’ Experience in Teaching Students with Specific Learning Disorder during the COVID-19 Pandemic (Meirav Tzohar-Rozen, Dganit Hoffenbartel, Efrat Luzzatto and Esty Tzivion)
      
      
      • Examination of an Innovative Practicum Model in an Age of Uncertainty (Rachel Peled and Sharon Hardof-Jaffe)
      
      
    
    
    • The Micro-Narrative of Advanced Degrees:
      
      
      
      • The Meaning of the Dialogue Between an Educational Practitioner and His Students During a Period of Social Distancing (Ohad David)
      
      
      • Developing a Sense of Community in Online Learning by Means of Photography (Rivka Hillel-Lavian, Avy Dwight Hemy and Itay Hess)
      
      
    
    
    • The Micro-Narrative of Academicians’ Career Change to Second Career in Teaching and Professional Development Education Programs:
      
      
      
      • From Far and Near — Re-Establishing a Tight Link Between the Academy and the Field in the Context of Practicum of Second Career Pre-Service Teachers During the Covid-19 Pandemic (Drorit Ram)
      
      
      • Humanity Has No Boundaries: Collaboration Between School and African Immigrant Families as a Response to a Global Health Crisis (Michal Ganz-Meishar)
      
      
      • In the Footsteps of Lost July: Omissions and Setting Directions of Growth in Principal Education Programs During the COVID-19 Pandemic (Nurit Chamo)
      
      
    
    
  
  


• Final Remarks: When It’s Time to Unplug (Liat Biberman-Shalev, Orit Broza and Dorit Patkin)


• Recommendations


• About the Editors


• About the Contributors


• Index

Readership: Teacher educators, pre-service and in-service teachers, educational policy-maker, educational researchers.

Key Features:

• The current book is unique because it tells the story of a Faculty of Education in an uncertain time and in a global crisis that the world has not faced in more than 100 years


• Teacher educators and policy makers can learn from the shared empirical knowledge presented in this book and to improve teachers’ preparation around the globe