Abstract:

The transition from academic theory to practical classroom application remains a significant challenge in teacher education. In response to this persistent challenge, a Collaborative Case Study program was developed and implemented as a pilot initiative within the framework of a national community-based training model in Israel. This initiative was specifically designed to deepen reflective practice and enhance the collaboration between pre-service teachers and their mentor teachers through structured, case-based inquiry.

The program's methodology required pre-service teachers and their mentors to jointly select a real-life classroom event, identify a core educational issue, and co-present it to a professional learning community. The structured presentation process included contextualizing the event, discussing potential pedagogical responses, integrating theoretical frameworks, and providing a reflective summary of the collaborative experience.

To evaluate this pilot program's impact on professional development, a qualitative study was conducted during the 2025 academic year, involving fourteen pre-service teachers completing their final year of special education training. Data was collected through the thematic analysis of comprehensive written reflections submitted by the participants at the end of their practicum.

The thematic analysis revealed the following core themes regarding the participants' professional growth:
- Evolution of Professional Identity and Empathy: Participants demonstrated a significant shift toward a human-centered approach, prioritizing the "whole child" over isolated behavioral or learning difficulties.
- Transition from Reactive to Intentional Pedagogy: The structured application of reflective frameworks facilitated a crucial move from automatic, reactive classroom responses to proactive and intentional interventions.
- Cultivation of Professional Community: The collaborative inquiry model established a robust sense of community, where peer-to-peer support and mentorship provided essential emotional and professional scaffolding.
- Holistic Contextual Understanding: Pre-service teachers developed a deeper awareness of the subtle factors affecting student performance, emphasizing non-verbal communication and social-emotional learning.
- Enhanced Resilience and Self-Efficacy: Engaging in shared inquiry significantly bolstered participants' confidence and resilience, preparing them to navigate the unpredictable realities of the classroom.

In conclusion, while implemented as a pilot in a special education context, the core elements of this collaborative inquiry model - reflection, partnership, and structured analysis - are highly adaptable and relevant to broader teacher training environments. This approach serves as a viable framework for continuous professional development, successfully bridging the gap between theoretical knowledge and practical teaching skills.

Keywords:

Teacher Training, Pre-service Teachers, Collaborative Case Study, Theory-Practice Gap, Special Education.