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 authorised within the box, easily slipping into the varsity approach and hugely preferred as 'good teachers'. besides the fact that, this case didn't please this book's members. They desired to see ACE graduates as assorted lecturers, brokers of swap and innovation of their study rooms in addition to within the wider circles in their society. it truly is by 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 festival, and on studying groups and participation up to on person engagement.
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Additional info for Active Collaborative Education: A Journey towards Teaching
We had to give up some of our defense mechanisms and authority, and found ourselves rather ‘naked’, not knowing, and embarrassed. This was simultaneously a frightening and challenging experience. Despite our theoretical stance, meaningful learning grows out of uncertainty and confusing experiences, we were surprised to discover that this was also true for us, despite the rich experience we brought into the situation. In order for the students’ stories to take center stage, we had to learn to silence our professional voice.
This skill, of turning teaching experiences into stories, helps teachers and preservice teachers to develop professionally. 3. Stories from the field need to be carefully and professionally studied. Hence, it is necessary to include the teaching of narrative study tools in the teacher education curriculum. 4. Using stories from the field as central texts for learning groups of teachers and/ or pre-service teachers encourages the creation of communities of learning whose members collaboratively study their stories of practice from the field.
Teacher: Let’s not turn the discussion into something very personal. Let’s examine her opinion in a general way. Kaid: I don’t think the way you do. People are different from each other. I know people, who read a lot, and they’re very boring, and others, who don’t read, and they’re interesting. Reading isn’t necessarily a criterion for being a good person. Teacher: Is being boring and being a good person the same? Mohamed: It depends on what you mean by primitive, is it the lack of knowledge from books?
Active Collaborative Education: A Journey towards Teaching by Judith Barak, Ariela Gidron