Research On The Curriculum Of Israeli Academic Colleges For Education From The Perspective Of Practitioner Inquiry

The focus of teacher education has shifted from "technical rationality" to "practical reflection" in response to the globalization of education in an effort to enhance the quality of teacher preparation and promote teachers’ professional development.In teacher education,the relationship between "Pedagogic" and "Academic" has long been a contentious and unsolved issue.This has led to fundamental changes in the curriculum system at many normal universities and the emergence of the universalization and de-normalization of teacher education.China is currently returning to the "New Normal" era,which is aligned with the idea of the practical turn,after the period of normal education and teacher education.Israel has given priority to the process of practical turn,and its teacher education system has something in common with China.Exploring the curriculum system of the Israeli academic college of education can inspire the curriculum construction of local normal universities in China,and help to rethink the relationship between "Pedagogic" and "Academic".This study adopts the case study methodology,uses "practitioner inquiry" as its theoretical stance,and separately chooses one case—a representative teacher education college—as its research object from Israel’s divided educational system,which includes national secular education,national religious education,and national Arab education.This study uses literature analysis and factor analysis methods to explore the objectives,content,and organization of the curriculum system of each college,what are the elements of "practice inquiry" embodied,and also the degree of the college’s overall practical turn.It is found that while Israel has updated and clarified a practical turn in teacher education at the national level,it has not always been achieved at the college level.The curriculum system of the secular academic college of education conforms to national regulations,and there is a strong consistency between curriculum objectives,content,and organization.Its curriculum emphasizes practical knowledge and blends theory and practice while building a multi-practitioner professional community,demonstrating a greater practical turn.Although the academic colleges of education for national religions and the Arab stream have grasped the concept of integrating theory and practice and have shown similar expressions of "practitioner inquiry" in curriculum objectives,they still retain a greater amount of the shadows of traditional teacher training overall,and their degree of practical turn is relatively low.Particularly,the development of the Arabic academic college of education is relatively lagging.The reason for this is due to the coexistence of multiculturalism in Israeli society and its divisive and antagonistic relationship,the institutional foundation of teachers as civil servants,the conflicts and overlapping functions between government departments in the governance structure,and the top-level design of the collaborative innovation platform for teacher education,which all serves as the transformation’s driving force and opposition.In general,this study suggests that although the curriculum system of Israeli academic colleges of education is still in the process of developing toward the practical turn,useful experience has been explored.Therefore,this study puts forward the following suggestions for the curriculum construction of local normal universities in China: Firstly,focus on regional characteristics,and build a curriculum system that serves the local area;secondly,adhere to the "Pedagogic" of teacher education,and enhance the "Academic" of local normal universities;thirdly,strengthen the construction of a collaborative innovation platform to enhance the transformative power of disadvantaged local normal universities.