"וַיֻּתַּן בֵּין הַשָּׁמַיִם וּבֵין הָאָרֶץ": אתגרים בהכשרה להוראת המקרא

This longitudinal study addresses the pedagogical instruction on the Elementary School Bible Studies Teacher Training Program at the Kaye Academic College of Education. The aim of the study, that included 50female students, was to examine the assumptions of pre-service Bible teachers regarding their desired training, based on the importance of active and involving learning, and listening to their voices. The study also aimed at reassessing our roles as those who are supposed to bridge the gap between these assumptions and the training program. The study stemmed from our lack of satisfaction with how the students deal with challenges when teaching Bible Studies in schools, and the incompatibility between their assumptions regarding the training program and what they believe is required of them in class. The study was based on in-depth interviews and the students’ reflective journals. Our findings indicate a significant gap between the students’ assumptions and the training program. The conclusion that arose is that the training should also focus on the unique and current challenges that teachers face when teaching Bible Studies. The mediation of the pedagogical instructors is of the utmost importance in creating consistent and routine learning sessions with the various lecturers through a unified language. This study contributes to the literature as it enhances the role of the pedagogical instructors, positioning them as a vital and main link within the training program.