Australian Journal of Teacher Education - Volume 41 - Issue 7 - Article 6 - Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program

Oct 15, 2026

The research examines a residency-style mathematics teacher education program developed in Israel to transform initial teacher preparation along the clinical–participatory continuum. A multi-phase mixed-method design details how clinical and participatory dimensions are embedded in curriculum planning, how student teachers perceive these dimensions, and what challenges emerge. Evidence draws on program documents, observation of school practice, and both interactive questionnaires and semi-structured clinical-participatory tools. Findings frame a guiding approach for diagnosing, investigating, and evaluating teacher education programs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

Debates in teacher recruitment and preparation

Practice-based programs and clinical approaches

Teacher preparation models in Israel

Theoretical Framework

Australian Journal of Teacher Education | Volume 41 | Issue 7 | Article 6 | | --- | --- | 2016 Unpacking the Clinical and Participatory Dimensions of the Trump Math-TeacherResidency-Program Dalia Imanuel-Noy Beit-Berl Academic College, Beit-berl, [imanuelda@013.net](imanuelda@013.net) Tili Wagner Beit-Berl Academic College, Beit-Berl, [tiliw@beitberl.ac.il](tiliw@beitberl.ac.il) Recommended Citation Imanuel-Noy, D., & Wagner, T. (2016). Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-ResidencyProgram. Australian Journal of Teacher Education, 41 (7). Retrieved from [http://ro.ecu.edu.au/ajte/vol41/iss7/6](http://ro.ecu.edu.au/ajte/vol41/iss7/6) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol41/iss7/6](http://ro.ecu.edu.au/ajte/vol41/iss7/6) Unpacking the Clinical and Participatory Dimensions of the Trump Math Teacher-Residency-Program Dalia Imanuel-Noy Tili Wagner Beit-Berl Academic College, Beit-Berl Abstract: The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a 'multi-phase' mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are reflected in the curriculum planning program, how Student Teachers (STs) in the program perceive the program's clinical and participatory dimensions and the nature of the challenges that arise in the program. Tools include: Documents of the programs; observations of the practical school experiences; A closed clinical social interactive Questionnaire and a semi-structured clinical participatory (CP) questionnaire. The findings reflect clinical-participatory concept in teacher education, both in the curricular and the socio-interactive aspects. The analysis of the clinical-participatory dimensions, including their different aspects and components can be a guiding framework for diagnosing,planning, investigating and evaluating teacher education programs. Introduction There is an ongoing debate about the optimal way to recruit, and prepare, place and induct teachers. The debate deals with issues such as traditional university and college-based programs versus alternative routes, the program location (school or academic institution), and the focus on the theory versus practical components of teaching. However, there has been growing interest in the past two decades in practice-based programs with a clinical approach (Grossman, 2010) that seek to build partnerships between districts, universities, non-governmental organizations and communities (Teitel, 2003) . The research literature on teacher education usually discusses the clinical dimensions of teacher education from the perspective of the curriculum and examines how the teaching profession is represented, decomposed and approximated in a given teaching program. The present article suggests that besides the curricular approach it may be important to examine the clinical dimension of teacher education from the social-interactive point of view as described in the research literature on medical education (Stalmeijer, Dolmans, Wolfhagen, Muijtjens, & Scherpbier, 2008) . This view embraces modeling, coaching, articulating, exploring and establishing a positive learning climate. Over the years, Beit Berl College in Israel has developed unique models of teacher preparation programs that address the clinical-participatory aspects of teacher education. The most recent program is the Trump Math Teacher Residency Program (TMR), which is sponsored by the Trump Foundation. Established in 2011, the Trump Foundation dedicates its resources to enhancing educational achievement in Israel. The foundation focuses mainly on improving teaching quality in mathematics and the sciences in Israeli secondary schools. This aim ofthe T

FAQs

What is the focus of the residency mathematics teacher education research?

The research focuses on how a residency math program transforms initial teacher preparation within the clinical–participatory continuum, especially through curriculum planning and participant experience.

What methods and tools are used to investigate clinical and participatory dimensions?

The study uses program documents, observations from practical school experiences, a closed clinical social interactive questionnaire, and a semi-structured clinical participatory questionnaire.

How do the findings support teacher education program improvement?

The findings present clinical-participatory concepts as a guiding framework for diagnosing, planning, investigating, and evaluating teacher education programs, covering both curricular and socio-interactive aspects.

Oct 15, 2026

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