Teachers Learn and Learners Teach: Enacting Presence in Online Havruta Text Study

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
Mindy M. Gold, Miriam Raider-Roth, Elie Holzer
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引用次数: 3

Abstract

ABSTRACT In the wake of COVID, the Mandel Teacher Educator Institute (MTEI) faced essential pedagogical challenges in creating learner-centered, relational, and inquiry-based Jewish text study in an online synchronous space. In fall 2020, we offered an online adaptation of a line-by-line method for text study to understand the way this pedagogy invites enactments of teaching, social, and cognitive presences. This study uses qualitative methodologies to understand the learners’ experiences. Implications from this study can help us understand how activating presence in online spaces can bring rich, connected Jewish learning experiences into spaces often perceived to be flat and disconnected.
教师学习与学习者教学:在线Havruta文本研究中的再现
摘要在新冠肺炎疫情之后,曼德尔教师教育研究所(MTEI)在一个在线同步空间中创建以学习者为中心、关系型和探究型的犹太文本研究,面临着重要的教学挑战。2020年秋季,我们为文本研究提供了一种逐行的在线改编方法,以了解这种教学法邀请教学、社会和认知存在的方式。本研究采用定性方法来理解学习者的经历。这项研究的启示可以帮助我们理解,激活在线空间中的存在,如何将丰富、互联的犹太学习体验带入通常被认为是扁平和脱节的空间。
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来源期刊
Journal of Jewish Education
Journal of Jewish Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.70
自引率
75.00%
发文量
15
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