| Abstrakt: |
The present study examines the experiences of teaching interns, as expressed by them at the end of the internship year in the concluding assignment in a workshop for interns at Beit Berl Academic College. In the assignment, the interns were asked to address successes, dilemmas and difficulties and failures. The interns' experiences were analyzed in a qualitative method of open content analysis, which aimed to find common themes and categories that came up in the participants' words. In addition, an attempt was made to quantify how many of the participants reported success, doubts or difficulties with respect to each theme and sub-theme, in order to see how many successes and failures they had experienced. An analysis of the interns' stories shows that some of them reported successes in various fields: in diverse teaching and assessment methods, in classroom management, and in dealing with discipline issues. However, most interns reported difficulty in dealing with discipline and classroom management issues and in their relationships with parents, and a lack of communication with their mentor teachers. This is a serious matter, because it impairs interns' absorption processes and adds to the difficulties they face. The paper's concluding recommendation is that thought should be given to how the veteran staff at the schools in question could learn from the innovations in teaching, learning and assessment methods that the teaching interns bring with them. This will benefit not only the interns, but also the teaching staff, administration, students, parents, and the is being developed. Kindergarten teachers perceive the role of the supervisor as having two aspects: personal support, and assistance and guidance in educational and managerial issues. [ABSTRACT FROM AUTHOR] |
