Abstract:
This article examines the ways that Jewish studies teachers
think about their teaching. It analyzes data from a three
month teacher study group in which teachers read educational
research articles as a framework for reflecting on their own
teaching. The data suggest that Jewish studies teachers take
one of two approaches in talking about their teaching: Half the
teachers focused on the process of teaching, the specific modalities
and teaching moves they employed, while the other half
focused on the goals of teaching, the specific outcomes they
wanted to see in their students. We also found that those
teachers who were more focused on outcomes (rather than
process) saw personal identity as an essential ingredient in
effective Jewish education. This article raises questions about
the efficacy of transferring professional development models
from general education to Jewish education, without special
attention to the specific cultural context of Jewish studies.
