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Curriculum Transformation: The Israeli Teacher Certification in Gifted Education

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  • Hava E. Vidergor
  • Billie Eilam

Abstract

The aim of the present study was to assess Israeli certification program for teachers of gifted taking its initial steps in 5 locations. Research sample comprised 40 stakeholders. Goodlad’s model of curriculum transformation constituted a framework for describing the various programs as they change from the Ministry to the teachers studying them. Data concerning the different facets suggested by Goodlad were collected via semi-structured and deep interviews, analysis of documents, and classroom observations. Significant differences were found between the two types of certification programs in four of the five facets of curriculum: (a) formal-referring to Ministry rationale and program design and structure; (b) perceived–referring to local program design, and program coordinator’s role; (c) operational–referring to enactment of perceived curriculum by lecturer, and contents taught; and (d) experienced – referring to learners’ perception regarding program contribution and disadvantages. Study findings suggest that both types of certification programs, although taking a different approach, experienced difficulties along curriculum transformation. The study proposes factors for examining curriculum transformation in certification programs, and discusses practical implications for future consideration.

Suggested Citation

  • Hava E. Vidergor & Billie Eilam, 2010. "Curriculum Transformation: The Israeli Teacher Certification in Gifted Education," Gifted and Talented International, Taylor & Francis Journals, vol. 25(2), pages 29-51, December.
    • Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:29-51
    DOI: 10.1080/15332276.2010.11673568
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