גיוס מורים איכותיים, הכשרתם, התמדתם והתפתחותם האקדמית: השוואה בין מודלים שונים של תכניות הכשרה להוראה

This study is based on the discussion concerning the appropriate nature of the initial teacher preparation programs. Its aim was to examine the extent of the effectiveness of two models of initial teacher preparation programs that are widespread in Israel and throughout the world: the simultaneous model, in ,which disciplinary content and pedagogical studies are taught at the same time and the continuing model, which is intended for university graduates who have completed their Bachelor's degrees and wish to teach. The research kept track of 12,445 graduates of two cycles of teacher preparation programs in all the colleges over a period of 10 years. These individuals completed their studies in 2005-2006. Of them, 10,428 were graduates of the simultaneous model (467 .in the Excellence program) and 1-550 were graduates of the continuing model The main measures of effectiveness that were investigated examined the rate of integration into teaching and tenacity of the graduates of the various programs as .well as their work and professional advancement The research findings indicate that in most of the measures, the graduates of the continuing teacher education programs and the graduates of the Excellence programs who studied according to the simultaneous model enjoyed acertain advantage. No advantage in any of the measures was found for the graduates of the regular simultaneous program. On the basis of the findings of this study, it is difficult to stipulate categorically whether the supporters' expectations of the continuing model were actually realized. In any event, since both models possess pedagogical advantages that stem from their structure, there is no justification at .this point to support a definite and absolute transition to the continuing model