טיפוח כשירויות הבעה של סטודנטים בהשכלה גבוהה: בין הטמעה ארגונית למימוש פדגוגי

This paper describes a study conducted to gauge the success of a faculty-wide project designed to foster the writing skills of students in a large Israeli teacher training college, which aimed to improve the achievements of its participants, both as students in the present and as teachers in the future. The study collected data from a variety of sources, following the first three years of implementation of the Faculty of Education’s new agenda. The data analysis revealed that the project’s implementation was progressing on two distinct levels, the organizational level and the pedagogical level. The data indicated that the implementation of the organizational level was going well, unlike that of the pedagogical level, which was not progressing as successfully. To integrate basic changes into their students’ learning experience, instructors must acquire specific pedagogical content knowledge, which combines knowledge in the field of writing development with disciplinary knowledge in the field of teacher education.