COVID-19 pandemic around the world entailed an uncertain reality for higher education system. We, at the Faculty of Education, of a well-known and established teacher education college, felt the need for documenting this transformation focusing mainly on challenges and obstacles in teacher education during the crisis. In this respect, we invited lecturers to share their experiences, thoughts, challenges, and successes for a book called "Teacher Education in a Reality of a World Crisis – The Narrative of a Faculty of Education in a Teacher Education College". Using auto-ethnographic methodology (Boyle & Parry, 2007), the book demonstrates that the Faculty of Education staff responded in a reactive manner, presented bottom-up aspirations, proactive solutions, and creative initiatives for coping with the challenges that they faced. In this conference we will demonstrate representative chapter which is focus on setting directions of growth in principal education program. This chapter describes how the program needs were redesigned, professional communities were authentically and freely established and contributed to the balance between the Ministry of Education’ curricular regulations of this program and the participants’ needs for an emergent curriculum in uncertain reality.
Nurit Chamo, Levinsky College of Education, Israel
Orit Broza, Levinsky College of Education, Israel
Liat Biberman-Shalev, Levinsky College of Education, Israel
Dorit Patkin, Levinsky College of Education, Israel