Weaving Practice, Research and Policymaking into Teachers' Preparation and Induction in Israel

Policies based on research is a desired, but difficult to achieve goal. The current study explores cases in which collaboration between teacher educators who engage in research, and teacher education policymakers led to policy changes. This is a multiple-case study. It presents four research projects that were conducted within three areas: (1) Mentor teachers' preparation; (2) Training and inducting former high-tech employees as high school teachers; and (3) Integrating teachers of Ethiopian descent into the Israeli education system. The study was conducted at the MOFET Institute, a nonprofit organisation established by the Israeli Ministry of Education to perform research and develop programs in teacher education. Results: The research projects we examined were conducted within broader frameworks of ongoing collaboration between policymakers and teacher educators. The frameworks were established long before the projects were launched, and gradually built mutual trust. Policymakers were informed about, and welcomed the research projects and saw their potential contribution to future policies. Moreover, they were open to diverse research methods. The changes induced by the research projects were incremental yet significant, gradually transforming teacher education in Israel. MOFET's status as an inter-institutional body was crucial in developing the frameworks of collaboration and supporting studies that transform teacher education policies.