תפיסות של מורי מורים את הקורס הסמינריוני: בין גישה חינוכית-פדגוגית לגישה אקדמית

The seminar courses taught in all academic institutions constitute the highlight of the B.Ed. studies, in which academic writing plays an essential role. Our research aim was to reveal teachers' perceptions regarding seminar course and the implications of these perceptions for the course practices. We interviewed 26 seminar course teachers with regard to how they perceive the role of the student seminar paper in the teacher education process and in professional life. The analysis yielded six perceptions that were either explicitly stated or indirectly derived from the teachers' descriptions of course activity. These perceptions pertained to gaining knowledge of the subject matter; enhancing general academic skills; developing a personal and a professional identity; generating links between theoretical and practical knowledge in teaching; contributing to the academic community; and nurturing involvement and effecting change in the civic community. Although individual seminar course teachers had differing perceptions, the main focus of the seminar work appeared to be on making connections between theory and the students' experience and practices. These perceptions concur partially with approaches to teaching academic writing .mentioned in the literature as well as to approaches in teacher education