"מפתחות חוסן אישי ומובילות שגרה": מדריכות פדגוגיות בימי מלחמה

Teacher supervisors are responsible for guiding pre-service teachers throughouttheir practical training for teaching. Their role straddles both teaching and guidanceand encompasses multiple responsibilities. The current study examined teachersupervisors’ perceptions of their role in the first months of the Iron Swords Warin Israel. This phenomenological qualitative study utilized online questionnaires,containing open questions, with the aim of understanding how they perceive theirrole during the unique reality of the war. The participants were 82 teacher supervisorsfrom 18 teacher-training institutions across the country. The participants’ responseswere divided into two aspects accepted in the research literature in the field – (1)interpersonal-emotional, and (2) content and teaching. The results demonstratedthat during the war, the interpersonal-emotional aspect of the role was muchmore dominant than the content and teaching aspect. The teacher supervisorsperceive the optimal guidance of their pre-service students as a national mission.The teacher supervisors serve as a stable anchor and help the pre-service teachersdevelop personal resilience using an approach of support, inclusion, and listening,while remaining flexible and adapting to the changing reality. The study’s resultsreinforce the importance and contribution of teacher supervisors in the functioningof the pre-service students and in their training for teaching, including during crisissituations.