Rationale and theoretical review

As a result of academization of all the education colleges in Israel, didactic and practical training have been significantly reduced while theoretical studies have been augmented. This has created a rift, sometimes due to the preference for theoretical learning over practical training (Peleg, 1997).

Studies show that teachers who left the profession within their first five years took on too heavy a work load without seeking assistance. The research literature paints a bleak picture of the new teacher’s encounter with the realities of the educational field, burdened with feelings of helplessness, loneliness and alienation (Dvir & Schatz-Oppenheimer, 2011) which lead to a high 45% dropout rate in the first five years of work in the profession (Peleg, 1997). These are extremely significant years in a novice teacher’s personal and professional life with substantial importance for the development of his or her career (Maskit & Yaffe, 2011). Some claim that the rift or contradiction that exists between the training process and the realities of the teaching field constitutes one of the most prominent difficulties faced by new teachers in integrating into the school system. Graduates often feel that some of the content taught in college has no real basis in the practical world (Milat, 1997; Peleg, 1997). Elliott (1991) and Eraut (2004) add that professional development in teachers does not necessarily take place through academic study in a university, but rather in the context of work in the field.

The formulation of the “Academia-Class” program, the focus of this study, by the Education Ministry, is the direct result of the difficulties experienced by new teachers during transition and integration in the field, partially caused by the gap between theory and practice and the need to deepen and strengthen the link between teacher colleges and school. In this program, implemented for the first time this year, students are incorporated into the school training process as an integral part of the school teaching staff. Third year students spend three days a week in school, in order to enable them, already during their training, to become full partners in their work as educators.  The purpose of the “Academia-Class” program is to provide a significant partnership model (PDS) between the educational field and academia with the aim of promoting and improving the teacher training process and easing teachers’ future integration into the educational field; and in addition, to change the school field into an equal partner and develop a learning, professional community that includes schools and colleges. Transforming the school into a training base will facilitate a new definition of the school’s role and transform it into an equal, if not senior partner in teachers’ practical training. (Taylor, 1969).

Many studies carried out over recent years on the subject of a “Professional Learning Community” show how collegiate studying produces understanding and interaction, significantly promotes the professional development of students and teachers, and furthers collegial partnership. Such professional development of all the participants is beneficial both  for qualified teachers and teachers to be, as well as providing an even more meaningful learning experience for the pupils (Schach, 2005).

The focus of this research are students from the elementary school department participating for the first time in the “Academia-Class” program. The research questions are as follows:

* What happens to students during their training year in the “Academia-Class” program?

* To what degree does participation in this program develop their professional identity, skills, strategies and confidence to deal with the challenges of the educational field?

* Does this unique training model encourage a relationship between students and teacher trainers and develop a professional learning community in schools?  

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