TEC International Online Day

Greetings from the Founders of TEC Center

This interactive workshop provides participants a first-hand experience of the TEC Model, used extensively in Israel and abroad to unite students from diverse cultures and backgrounds in collaborative online learning.

The education system has a central role in shaping the character of the multicultural existence in society. This goal outlines the role of the training colleges in fostering awareness and sensitivity to the diversity that exists in Israeli society among students, and in providing practical tools for teaching in a multicultural environment. Training for teaching in a multicultural society in colleges -Ilanit Avraham - Efrata College In order to reveal the beliefs, perceptions, attitudes and actions on the subject, the study included open interviews with 23 officials and lecturers engaged in promoting a multicultural approach. Documents of 27 syllabi of the courses on multiculturalism were also examined in a qualitative and quantitative analysis. The analysis of the interviews and syllabi revealed that the training for multicultural education in teacher training colleges in Israel is not organized, and does not provide students with practical tools to work in a diverse environment. These findings can teach about the desired characteristics of teaching training in a diverse society. At the end of the report, recommendations are made for building a training program for teaching with a multicultural approach.

The education system has a central role in shaping the character of the multicultural existence in society. This goal outlines the role of the training colleges in fostering awareness and sensitivity to the diversity that exists in Israeli society among students, and in providing practical tools for teaching in a multicultural environment. Training for teaching in a multicultural society in colleges -Ilanit Avraham - Efrata College In order to reveal the beliefs, perceptions, attitudes and actions on the subject, the study included open interviews with 23 officials and lecturers engaged in promoting a multicultural approach. Documents of 27 syllabi of the courses on multiculturalism were also examined in a qualitative and quantitative analysis. The analysis of the interviews and syllabi revealed that the training for multicultural education in teacher training colleges in Israel is not organized, and does not provide students with practical tools to work in a diverse environment. These findings can teach about the desired characteristics of teaching training in a diverse society. At the end of the report, recommendations are made for building a training program for teaching with a multicultural approach.

Using the photovoice methodology to lead a group process and present the voice of the communities on issues they wish to put on the public agenda and lead social change in them and present universal human points of view.