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Jewish Day Schools, Jewish CommunitiesA Reconsideration$
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Alex Pomson and Howard Deitcher

Print publication date: 2009

Print ISBN-13: 9781904113744

Published to Liverpool Scholarship Online: February 2021

DOI: 10.3828/liverpool/9781904113744.001.0001

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PRINTED FROM LIVERPOOL SCHOLARSHIP ONLINE (www.liverpool.universitypressscholarship.com). (c) Copyright Liverpool University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in LSO for personal use.date: 27 September 2021

Ideological Commitment in the Supervision of Jewish Studies Teachers

Ideological Commitment in the Supervision of Jewish Studies Teachers

Representing Community

(p.270) Fifteen Ideological Commitment in the Supervision of Jewish Studies Teachers
Jewish Day Schools, Jewish Communities

Michal Muszkat-Barkan

Asher Shkedi

Liverpool University Press

This chapter considers ideological commitment in the supervision of Jewish studies. In this context, the community is a fundamental element of any educational process. Educational processes are motivated by ideological views that relate to a certain community. In teacher supervision, the ideologies of teachers and supervisors, and their respective communal loyalties, find expression. The chapter recounts a study that set out to define the communities represented by the partners in the supervisory process, to characterize the nature of individals' commitments to these communities, and to identify the influence of those commitments on the supervision of Jewish studies teachers in Israel. The ensuing discussion of the ideological aspects of supervision conferences may enrich understanding of the processes of professional development undergone by teachers, and also enhance in-service teacher supervision.

Keywords:   Jewish studies teachers, educational processes, teacher supervision, supervisory process, ideological commitments, professional development, in-service teacher supervision

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