Weaving Practice, Research and Policymaking into Teachers’ Preparation and Induction in Israel

What is it about?

Research-based teacher education policies are desirable but difficult to achieve. The current study explores cases in which collaboration between teacher educators who engage in research educator researchers and teacher education policymakers led to policy changes. This is a multiple-case study. It presents four research projects that were conducted within three areas: 1) Mentor teachers’ preparation; 2) Training and inducting former high-tech employees as high school teachers; and 3) Integrating teachers of Ethiopian descent into the Israeli education system. The study was conducted at the MOFET Institute, a nonprofit organization established by the Israeli Ministry of Education to perform research and develop programs in teacher education. Results: The research projects we examined were conducted within broader frameworks of ongoing collaboration between policymakers and teacher educators. The frameworks were established long before the projects were launched, and built mutual trust. Policymakers were informed about and welcomed the research projects and saw their potential contribution to future policies. Nonetheless, they were open to diverse research methods. The changes the research projects induced were incremental yet significant, gradually transforming teacher education in Israel. MOFET’s inter-institutional position was crucial in developing the frameworks of collaboration and supporting studies that transform teacher education policies.

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Why is it important?

the study examined a joint collaboration between researchers and policy makers - it gives examples for a successful collaboration which provided professional evidence for policy.