Curriculum Transformation: The Israeli Teacher Certification in Gifted Education

The aim of the present study was to assess Israeli certification program for teachers of gifted taking its initial steps in 5 locations. Research sample comprised 40 stakeholders. Goodlad's model of curriculum transformation constituted a framework for describing the various programs as they ch...

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Bibliographic Details
Published in:Gifted and talented international 2010-12, Vol.25 (2), p.29-51
Main Authors: Vidergor, Hava E., Eilam, Billie
Format: Article
Language:English
Subjects:
Administrator Role
certification program
Classroom Environment
Curriculum Development
curriculum transformation
Educational Change
Gifted
Interviews
Israel
Observation
Professional Development
program coordinator's role
Program Design
Teacher Certification
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Summary:The aim of the present study was to assess Israeli certification program for teachers of gifted taking its initial steps in 5 locations. Research sample comprised 40 stakeholders. Goodlad's model of curriculum transformation constituted a framework for describing the various programs as they change from the Ministry to the teachers studying them. Data concerning the different facets suggested by Goodlad were collected via semi-structured and deep interviews, analysis of documents, and classroom observations. Significant differences were found between the two types of certification programs in four of the five facets of curriculum: (a) formal-referring to Ministry rationale and program design and structure; (b) perceived-referring to local program design, and program coordinator's role; (c) operational-referring to enactment of perceived curriculum by lecturer, and contents taught; and (d) experienced - referring to learners' perception regarding program contribution and disadvantages. Study findings suggest that both types of certification programs, although taking a different approach, experienced difficulties along curriculum transformation. The study proposes factors for examining curriculum transformation in certification programs, and discusses practical implications for future consideration.
ISSN:1533-2276
2470-9565
DOI:10.1080/15332276.2010.11673568