Behavioral Sciences, Год журнала: 2024, Номер 14(9), С. 834 - 834
Опубликована: Сен. 18, 2024
The classrooms in Israel are very diverse, with students differing learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, more. These differences significantly impact the curriculum aimed at promoting resilience, explicit teaching processes classroom, imparting metacognitive strategies actions to overcome difficulties. This qualitative-interpretative study reveals pedagogical perceptions, challenges, coping fourteen Hebrew teachers five elementary schools central regarding integrating home language lessons cultivating resilience among students. research data were collected through in-depth interviews teachers. analysis teachers’ reports two main perceptions resilience: (1) Literacy is a tool for life; (2) Home contributes fostering resilience. Furthermore, presents three significant challenges teachers: Teaching heterogeneous Encouraging parental involvement, (3) Fostering independent learners. To cultivate must be sensitive each student’s unique needs plan teaching-learning based on principles self-directed peer dialogue. They establish personal-emotional connection that anchor outlines path strengthening sense competence tasks. It was also found involvement factor influencing cultivation undertake various increase level involvement. adds an essential layer body knowledge understanding factors affecting development promote integration classroom. may nurturing process from cultures, accepting them. In this way, we can attempt address Israel.
Язык: Английский