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Papers by orna schatz oppenheimer

Teacher Development, 2018

This study presents a qualitative research based on three narratives written by novice mathematic... more This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have pedagogical knowledge. Findings reveal three themes of pedagogical knowledge: the attitude of novice teachers toward students with difficulties in mathematics; parents’ expectations of and involvement with novice mathematics teachers; teacher–student relations. The implications of the findings show that novice mathematics teachers are required to have not only content knowledge of mathematics but also, and above all, pedagogical knowledge. The implications of this study enable reassessment of emphases required in training mathematics teachers, as well as the assistance and support they need, especially as they launch their careers.

European Journal of Teacher Education, 2020

The aims of this paper are to explore novice teachers' experiences in the Covid-19 crisis, and to... more The aims of this paper are to explore novice teachers' experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers' experiences. The main contributions of this study are: understanding the novice teachers' experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.

Roczniki Pedagogiczne, 2019

Denessen, 2016), principals' and mentors' perceptions of various aspects of induction and their r... more Denessen, 2016), principals' and mentors' perceptions of various aspects of induction and their responsibilities are being questioned. Current literature shows an increased support for and interest in the mentoring of beginning teachers (Beutel, Crosswell et al., 2017), and in collaborative professional induction learning (van Ginkel, Verloop & Denessen, 2016) yet, we know little about principals' and

European Journal of Teacher Education, 2019

As global migration increases, teachers increasingly need to cope with the difficulties of immigr... more As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, we focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers' social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers' narratives to understanding the notion of social justice, and its significant implications for teacher education.

Intercultural Education, 2016

This study addresses intercultural differences among novice teachers (K-12) who graduated Arab ac... more This study addresses intercultural differences among novice teachers (K-12) who graduated Arab academic teachers’ colleges and lived in northern and central Israel before moving south to teach in Israel’s Bedouin diaspora. The source material consists of stories they entered in a contest, describing the personal and professional aspects of their experiences. These stories are assumed to represent a type of information that reflects human awareness, highlighting the professional elements concerning all new teachers. Content analysis revealed the principal theme of the stories, namely the three stages of coping with the move from north to south: seeking and finding a job; starting work as a teacher and encountering the realities of a different place; and retrospection at the end of the first year. These three stages are assessed in the encounter with disparity over time from: a personal perspective – leaving one’s home and family, encounter with a different landscape and culture, isolation and feelings of both satisfaction and frustration on returning home; and a professional perspective – encounter with the educational environment and cultural-professional disparities. Assessment of the processes involved in teachers’ southward migration may facilitate teacher intake in the educational system.

Education Practice and Innovation, 2014

This paper, presents a theoretical description, elucidating conceptions of mentoring for beginnin... more This paper, presents a theoretical description, elucidating conceptions of mentoring for beginning teachers and the knowledge base of mentors' courses in the Israeli school system. This theoretical description is based upon the practical experience gained in these courses. Mentoring is perceived as a gradual, dialectic function, replete with tension and conflicts, for which specific training is required. The challenges inherent in these internal tensions stimulate discussion and thought. No matter how effective teachers may be at their jobs, they will have to rethink their professional function when serving as mentors. This paper serves to provide the rationale and primary guidelines for mentoring courses. The professional conception of mentoring, as it has emerged in Israel, bears implications for teacher education and mentoring and their respective contributions to the entire educational system.

Diaspora, Indigenous, and Minority Education, 2014

ABSTRACT

Professional Development in Education, 2016

This study deals with novice teachers’ mentors’ conceptions of mentoring prior to their mentoring... more This study deals with novice teachers’ mentors’ conceptions of mentoring prior to their mentoring training. In Israel, all novice teachers have to be supported and assessed by a mentor during their first year of teaching. The aim of this study was to elicit from prospective mentors their own conception of professional mentoring, as a basis for developing mentor training courses. We administered a questionnaire to 170 experienced teachers who had just started taking mentor courses in Israel. The open-ended questions therein included five category components: the mentor’s spheres of responsibility; content addressed in mentoring work; qualities required in mentors; professional skills required for mentoring; and indicators of successful mentoring. The findings mapped perceptions of the role of mentors but also revealed missing elements. The concluding discussion of the findings provides insight into the planning of training programs for mentors of novice teachers, thereby optimizing the training process and the professional abilities of their graduates.

Teaching and Teacher Education, 2014

h i g h l i g h t s Three stories of novice teachers during their induction year. The stories rep... more h i g h l i g h t s Three stories of novice teachers during their induction year. The stories represent the novice teachers' professional identity construction process. Every story emphasizes one of the three aspects with which the novice teachers cope: has conflict, tension and gaps with which the novice teachers must cope.

Journal of Education and Human Development, 2017

This article is based on case study employing a narrative research on the life story of an early ... more This article is based on case study employing a narrative research on the life story of an early childhood teacher educator and on field observations. The article examines power relations and caring in the spirit of feminist pedagogy in three different contexts: (1) the teacher educator's life story; (2) an analysis of the lessons observed; (3) the feedback session with a teacher student, as well as interviews following the observations. The research shows that experiences of gendered power relations shape the teacher educator's feminist educational perspective. Yet the attempt to translate power relations and caring from feminist ideology into professional practice is complex, reflecting the possibilities and limitations of the teacher educator'sprofessional role.

Teacher Development, 2010

In the modern world, women have acquired formal education, become professionals in the workforce,... more In the modern world, women have acquired formal education, become professionals in the workforce, and are equal to men according to law. Yet cultural and social mores continue to characterize a woman as one who acts according to stereotypes. For these reasons and ...

This study presents three narratives written by novice mathematics teachers and examines their un... more This study presents three narratives written by novice mathematics teachers and examines their unique professional world during their first year of work.