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The aim of this study is to present an approach for creating an educational process that can affect teacher trainees’ moral resilience, while investigating the manner in which they – as teachers – perceive the concept of moral resilience.

A study questionnaire, designed especially for the current study, was distributed online among trainees in a teacher-training college in Israel and was completed by 123 participants.

Two major themes emerged in trainees’ conceptualizations of the notion of moral resilience: the role of the organisation in which the teaching takes place, and mechanisms that contribute to the development of moral fibre, which creates resilience.

The following points should be addressed early on in the teacher-training process: The teaching and acquisition of tools that are fundamental to the development of moral resilience, through cognitive and experiential processes, not only through theoretical study. The construction of a supportive environment will enable students to use their internal resources for coping with events that require mental resilience and which thus serve to develop moral resilience.

This paper helps to establish a discourse and develop terminology to implement this subject.

Inclusion of children with special needs into mainstream schools reflects a society’s view of their role as caregivers for all citizens, regardless of any understanding of the benefits that educating for inclusion might have. Although inclusion should be conducted throughout all areas of life, frequently people refer to it only as an academic process that teachers must be responsible for. Thus, such inclusion provides teachers with the opportunity to lead future generations towards the development of societies that indeed practice inclusion as a natural process. However, even if we decide to focus on the process only from the school perspective, in practice teachers cannot conduct it efficiently without proper training. This chapter is thus designed to promote the understanding of possible implications of the new inclusion policy in Israeli elementary schools which will allow the development of innovative and quality teacher-training programmes, and the quality of teaching in general.

The purpose of this paper is to explore leadership trainees’ perceptions of determinants of collective learning in school settings and of the principal's role in collective learning.

In total, 24 interviews were conducted with all leadership trainees in a university‐based principal preparatory program. Data analysis inductively generated themes that were grounded in the various perspectives articulated by leadership trainees.

Leadership trainees pointed out three main difficulties facing collective learning: time and place; staff reaction to collective learning; and acceptance atmosphere. Trainees listed four main roles that principals have in shaping the collective learning process: administrator; team leader; collaborator; and visionary.

The findings call for ongoing research on the connection between leadership trainees’ conceptualizations of collective learning and their practical capabilities to initiate these learning processes in schools.

The results of this study can shed light on how to prepare leadership trainees in a university preparation program to initiate and sustain collaborative learning interactions among faculty members.

Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.

This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.

The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.

This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.

This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.

This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS) – a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example – that is, it offers empowering dialogues within the traditional teacher-training framework. This chapter outlines the importance of the pedagogy of reflection in the multicultural educational space of the preservice education field in Israel, analyzing the first university PDS model. The pedagogy of reflection in the context of the educational dialogue of educators is outlined as a tool for student empowerment, achieved through a community of learners who dedicate space to the development of their whole personality within the profession, taking a moral stance toward the educational discourse, minimizing judgmentalism and prejudice, creating national/gender equality with the goal of examining the fundamental question of educational performance, and reinforcing their sense of organizational belonging within the system. In these contexts, the chapter is based on the elements of dialogical philosophy exemplified in the thought of Burbules, Nelson, Isaacs, Bohm, and Heckmann and the reflective basis of educational and organizational performance exemplified in the writings of van Manen. The chapter also presents two examples from a project in which teaching units based on dialogue and reflection were developed within a dialogic community that represents in its very being collective empowerment, the possibility of coping with problems that are too large for an individual to solve on his/her own, and an alternative to sealed and alienated organizations.

The following study examines how, and to what extent, the introduction of school‐based management (SBM) in schools and the authority thereby delegated to principals to hire and dismiss supervision instructors have changed instructors’ role expectations and job conflict and affected their professional considerations. Based on data gathered from in‐depth interviews, it was evident that before SBM, supervision instructors typically faced multiple and contradicting expectations and, therefore, used various strategies to avoid role conflicts. However, after SBM was introduced, the discrepancy among these expectations has increased, and so did the uncertainty and insecurity that instructors perceived on the job. These circumstances have encouraged instructors to prefer personal concerns over professional obligations and to direct their efforts so that their future employment will be ensured. The study concludes that school principals need to increase their professional knowledge regarding supervision instruction and devote their efforts towards establishing an organizational learning culture in their schools.

The purpose of this article is to examine the cumulative relationship of three conceptual models, a human capital model, a family domain variables model, and a work domain model, on promotion in the Israeli high school educational system. To examine whether the three models are related directly to promotion or whether the variables of work‐family conflict and family‐work conflict mediate the relationship between the three models and promotion.

Data were collected from a sample of 414 teachers and principals. Of the total sample, 219 were high school principals, males and females, and 195 were high school teachers.

The findings showed that the relationship between the three models is mediated by work‐family conflict and family‐work conflict. They also showed a strong effect for two groups of variables – the work domain variables, including organizational support and having a mentor, and the two family‐work conflict and work‐family conflict variables.

The study is based on a sample taken from one occupation, dominated by public employees. Therefore, we must be cautious in generalizing the findings here to other occupations or to other sectors, such as the private one.

If organizations want more employees with higher abilities to consider a career and advancement with them, they should develop mechanisms that will support and assist employees in their organizational life.

The study contributes to the understanding of the correlates of career success.

Studies have shown that teachers' perceptions and expectations of their working environment shape their perceived stress. The present study draws upon implicit leadership theory and builds on the job demands-control (JD-C) model to investigate whether there are differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the Israeli Arab education system.

Data were collected through validated questionnaires returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 Israeli Arab elementary schools. Paternalistic leadership and participative decision-making were considered as group-level variables to lower the risk of common method variance. The proposed model was tested through hierarchical regression analysis. Finally, to test the hypothesis that paternalistic leadership and participative decision-making standardized beta weights were statistically significantly different from each other, their corresponding 95% confidence intervals were estimated via bias corrected bootstrap (1000 re-samples).

The findings indicated differences in the levels of the principal's paternalistic leadership and participative decision-making as perceived by the Israeli Arab teachers. Also, the results indicated that participative decision-making was negatively correlated with teachers' perceived stress beyond the influence of paternalistic leadership.

Examining teachers' working conditions and resources can be important since they affect teachers' perceived stress, which may in turn affects school results in the Arab education system in Israel. This study can contribute to the development of training programs for teachers to improve and adapt principals' leadership practices to the sociocultural context of the Arab education system in Israel.

This qualitative study explores the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It analyses critical incidents (Tripp, 2012) taken from the everyday practice of mentors who were supporting new teachers and lecturers in the Southeast of England. It categorises different types of critical incidents that mentors encountered and describes the strategies and rationales mentors used to support mentees and (indirectly) their learners and colleagues. The purpose of this paper is to explore ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice.

As part of a specialist master’s-level professional development module, 21 mentors wrote about two critical incidents (Tripp, 2012) taken from their own professional experiences, which aimed to demonstrate their support for their mentee’s range of complex needs. These critical incidents were written up as short case studies, which justified the rationale for their interventions and demonstrated the mentors’ own professional development in mentoring. Critical incidents were used as units of analysis and categorised thematically by topic, sector and mentoring strategies used.

The research demonstrated the complex nature of decision making and the potential for professional learning within a mentoring dyad. The study of these critical incidents found that mentors most frequently cited the controversial nature of teaching observations, the mentor’s role in mediating professional relationships, the importance of inculcating professional dispositions in education and the need to support new teachers so that they can use effective behaviour management strategies.

This study contributes to the understanding of the central importance of mentoring for professional growth within teacher education. It identifies common dilemmas that novice mentors face in post-compulsory education, justifies the rationale for their interventions and mentoring strategies and helps to identify ways in which mentors’ professional development needs can be met. It demonstrates that mentoring is complex, non-linear and mediated by mentors’ motivation and values.