Universal Journal of Educational Research Vol. 4(4), pp. 683 - 687
DOI: 10.13189/ujer.2016.040404
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Leaving a Mark, Making a Difference

Tamar Ascher Shai ^*
David Yellin Academic College of Education, Israel

ABSTRACT

Thirteen years after the completion of my doctoral research I located ten of the students of early childhood education who had participated in the study, in order to discern what had had a great enough impact on them as teachers-to-be, that it would find its expression even thirteen years later. The intervention doctoral program is briefly summarized, as well as the references made to this program by the participants. This paper does not present an in-depth longitudinal study, but rather a form of update on a study that, at its conclusion, suggested that the true effects of the program would probably only become apparent to the students themselves many years later. The results and conclusions of this follow-up are surprising and challenging to teacher trainers and educators alike.

KEYWORDS
Educational Belief Systems, Teacher Training, Meaningful Experiences

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Tamar Ascher Shai , "Leaving a Mark, Making a Difference," Universal Journal of Educational Research, Vol. 4, No. 4, pp. 683 - 687, 2016. DOI: 10.13189/ujer.2016.040404.

(b). APA Format:
Tamar Ascher Shai (2016). Leaving a Mark, Making a Difference. Universal Journal of Educational Research, 4(4), 683 - 687. DOI: 10.13189/ujer.2016.040404.