The primary goal of the Research Authority is to cultivate research and scientific activity among education and teaching professionals who are involved in the teacher education process. The promotion of research in teaching and teacher education constitutes part of the professional development of teacher educators as researchers with the aim of widening the research knowledge base of the profession that will enable educational policymakers to draw from when making education-related decisions in various fields of education, teaching-learning and teacher education.
Should you be interested in conducting collaborative research with the MOFET Institute, the teams listed below – some national, some international – are presently involved in different areas of research.
Fostering Research Development among Teacher Educators
Another principal aim of the Research Authority is to nurture teacher educators as researchers. To this end, the Authority has developed two programs: (1) advanced studies in research and (2) support of research conducted by lecturers in the teacher education colleges
1. Advanced Studies in Research
a. Focus Groups in Qualitative Research. Qualitative research has gained recognition in recent years in a variety of disciplines, including education, social work, psychology, health sciences and more. There are a number of these groups that meet over the academic year and study various research methodologies, such as, narratives and life stories; study of text and dialogue; action research; ethnography in education; qualitative data analysis; and the writing of academic articles.
b. Study Days, Meetings and Workshops. Study days, meetings and workshops are held in response to requests from faculty in the teacher education colleges. For example, visitors at the MOFET Institute have included Prof. Jean Clandinin of the University of Alberta in Canada who facilitated three seminars on collaborative research; Prof. Michael Sigmund and Dr. Beth Fisher of the University of Pittsburgh, USA who dealt with the writing of research proposals for international foundations, and a workshop conducted by Dr. Amanda Berry of Monash University, Australia in the field of self-study in teacher education.
2. Support for Teacher Educators’ Research
The Research Authority offers teacher educators research assistance in three areas: methodological advice (quantitative and qualitative studies); advice on quantitative (SPSS) and qualitative data analysis; and advice on the preparation of manuscripts for publication in refereed journals. Teacher educators are referred to advisors from among Israel’s leading education researchers.
b. Pilot Studies. In order to promote research among teacher educators, the Research Authority calls upon college teachers to write pilot study proposals in their area of professional expertise. The aim for such pilot studies is to serve as the basis for submitting broader research proposals. A committee at the Research Authority examines the proposals and allocates budgets to those it considers most worthwhile. In recent years, ten proposals per year have been allocated a budget.
c. Intercollegiate Research Committee. This Committee encourages the use of different research methods, appropriate for each research topic, e.g., a case study; a comparative study; an experimental study; a theoretical study; an evaluative study, etc. in both quantitative and qualitative paradigms. The Committee’s support takes the form of the allocation of teaching hours to researchers and financial aid to cover research costs.