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A pilot study investigates the implementation of a novel teacher education program in Israeli academia, focused on the freedom it grants to institutions. The study assesses 45 respondents’ perceptions of teaching practice and the academia-school relationship using qualitative and quantitative methods, including multiple questionnaires and a modified General Self-Efficacy Scale. 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A pilot study investigates the implementation of a novel teacher education program in Israeli academia, with a focus on the freedom it grants to institutions. This program emerged during the Covid-19 crisis when e-learning dominated. The study assesses 45 respondents' perceptions of teaching practice and the academia-school relationship through a combination of qualitative and quantitative methods. On the quantitative front, the study involved the examination of several questionnaires. These included a self-efficacy questionnaire, an attitude survey regarding teaching, an evaluation of professional identity, and an attitude questionnaire centered on practical experiences within schools. In the assessment of self-efficacy, we utilized a modified version of the General Self-Efficacy Scale (GSE) . Additionally, the researchers crafted the other questionnaires. The study also encompassed an exploration of student satisfaction levels concerning collaboration during practical experiences, the acquisition of various skills during school-based practice, and the correlation between the teacher training program's different courses and practical work within school settings. The research covered the documentation and formative assessment of the design and alteration processes within teacher education based on the outlined changes. The study evaluated these processes through primary documents from the academic institution, which provided evidence of the change preparation. It also analyzes the goals, learning outcomes, and teaching methods for students specializing in education. The study highlights changes in teaching practice that foster connections between academia and the field, particularly in pedagogy. These changes focus on the intensified school-based experience, paired with e-teaching workshops. Findings reveal that in evaluating teaching practice competence, interpersonal skills and professional identity rank highly among skills gained during field experiences. The research also showcases the acquisition of essential teaching and class management skills. The study raises questions regarding the program's impact on institutions, particularly concerning its role in enhancing autonomy and relevance. The study evaluates the program’s potential as a catalyst for effective teacher education and its ability to attract mission-driven, motivated individuals to the teaching profession.\u003Cbr>Keywords: Teaching practice, teacher education, academia, e-learning. |\n| --- |\n| *Corresponding author. E-mail: [gerkerova@ukr. net](gerkerova@ukr. net). |\n\nINTRODUCTION  \nIn the global context and specifically in Israel, the learning outcomes of educational programs are designed to align with the societal needs of the present time and location. The scope of the study encompasses inquiries into various aspects. These include understanding the cognitive, social, and ethical objectives of both the educational institution and its students. As the educational landscape  \nevolves, the school itself undergoes changes, consequently influencing the role of educators. This research focuses on the evolution of teacher education programs in Israel over a span of 20 years. It also delves into the implementation of a novel curriculum framework and the preparatory measures associated with it. An indepth exploration was conducted, including a case study  \nAfr Educ Res J 54  \nof a university in Israel, to scrutinize the efficacy of a new program . Additionally,","cbCaitrdNdOXI9k3","https://ap.wps.com/l/cbCaitrdNdOXI9k3","pdf",188921,14,"English","# Introduction\n# Global changes and the need to update the quality of teacher training programs\n## Evaluation of a teacher education program","[{\"question\":\"What is the main focus of the study on teacher education programs?\",\"answer\":\"The study examines changes in Israeli teacher education programs through a case study approach, including how teaching practice evolves and how a new curriculum framework is implemented.\"},{\"question\":\"How does the study evaluate teaching practice and perceptions?\",\"answer\":\"It assesses participants’ perceptions using a combination of qualitative and quantitative methods, including questionnaires such as a modified General Self-Efficacy Scale and other evaluation instruments.\"},{\"question\":\"What outcomes related to teaching skills and professional identity does the study highlight?\",\"answer\":\"Findings indicate that interpersonal skills and professional identity rank highly among skills gained during field experiences, and the research also addresses teaching and classroom management skills.\"}]","Examining changes in teacher education programs - A case study approach | PDF",1792071525,35]