Ppt How Do Teachers Backgrounds In Studying Talmud Affect Their

Ppt How Do Teachers Backgrounds In Studying Talmud Affect Their Teachers • virtually all teachers of jewish studies are orthodox • large proportion of shlichim (emissary teachers) who enjoy high status in the school • the teachers give an orthodox tone to jewish studies even as they respect the diversity of the student body. Is there an unresolved curricular question beyond the pck of individual talmud teachers? what is the significance of these cases for thinking about curriculum and professional development?.

Ppt How Do Teachers Backgrounds In Studying Talmud Affect Their Because what we are hearing is really the discussion in the house of study. it’s as if i come to class and say, “i want to ask you a question: ‘why is such and such the case?’”. Is there an unresolved curricular question beyond the pck of individual talmud teachers? what is the significance of these cases for thinking about curriculum and professional development? ‫ואידך זיל גמור‬. This article offers a conceptual framework for understanding the diversity of pedagogies found in talmud classrooms. it looks at how two different orthodox talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. This article offers a conceptual framework for understanding the diversity of pedagogies found in talmud classrooms. it looks at how two different orthodox talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program.

Ppt How Do Teachers Backgrounds In Studying Talmud Affect Their This article offers a conceptual framework for understanding the diversity of pedagogies found in talmud classrooms. it looks at how two different orthodox talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. This article offers a conceptual framework for understanding the diversity of pedagogies found in talmud classrooms. it looks at how two different orthodox talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. Drawing on a relatively new and growing body of research that seeks to bridge the worlds of academic talmud scholarship and scholarship on pedagogy, we thought together about how our students construct their understandings of talmud and how we, as scholars and teachers, help them to do that. Our goal is to discuss why talmud study matters as a model for teachers, regardless of whether they teach talmud. Here, i will concentrate on the prevalent textual assumptions of religious education with regard to the study of the babylonian talmud vis a vis the academic approaches to its study, because i am convinced that they have the greatest practical implication of all the textual assumptions on the faith and religious attitudes of pupils. It looks at how two different orthodox talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. the case.