Document Type
Article
Publication Date
3-5-2014
Abstract
This article discusses an action research study of a week-long Summer Teachers Institute which immersed teachers in the study of Jewish historical and cultural texts. We investigate how this kind of cultural immersion created opportunities for transformative learning – the kind of learning that would not merely be the application of “new lessons,” but that would also help teachers reconceptualize their teaching practices regarding Jewish religion and culture. Our findings suggest that text study practices of challenging – in tandem with practices of supporting and voicing – were central in constructing a “relational learning community.” Such a community was a necessary condition for transformative learning.
Copyright Statement
This is an Accepted Manuscript of an Article published in Journal of Jewish Education, March 5, 2014, available online at: 10.1080/15244113.2014.875348
Publication Information
Raider-Roth, Miriam; Stieha, Vicki; Kohan, Mark; and Turpin, Carrie. (2014). "“The False Promise of Group Harmony”: The Centrality of Challenging Practices in Teachers’ Professional Development". Journal of Jewish Education, 80(1), 53-77. https://doi.org/10.1080/15244113.2014.875348
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Curriculum and Instruction Commons, Teacher Education and Professional Development Commons