Abstract:

This study deals with two aspects of teaching innovation, which merged into a teaching model that addresses the challenges of teaching and learning in the 21st century. The study followed the planning and execution of teaching in the station rotation model, which includes dividing the lesson into three spaces: individual, group, and learning with the teacher. At least one of these learning spaces is on-line. Teaching and learning in this model allow for differentiation and response to differences between students and students' autonomy over learning. For the first time in this study, the station rotation model was tested in teaching multi-text subjects, and they were studied in an interdisciplinary approach.

Unlike the subjects in which the station rotation model has so far been applied in the world, the present study examines the application of the model in three humanistic fields of knowledge: Bible, literature and the Hebrew language. Bible and literature are subjects that rely on a plot or the timeline of the story. The linear monitoring of the progress of events dictates the nature of teaching and learning in these subjects. Integrating Hebrew language in activities in the station rotation model - its purpose is to promote the comprehension and expression skills of a learner in all subjects. Teaching and learning these three areas using the station rotation model is challenging and requires unique thinking regarding how to teach the topic. The teacher must break the linear structure and examine the teaching-learning process from three different angles, equal status and weight in this process: the individual angle, the group angle and the teacher angle.

This qualitative study examined the perceptions of 14 pre-teachers (three men, eleven women) who specialized in their training in three humanistic fields of knowledge: literature, the Bible, and Hebrew language (comprehension and expression). About 60% of them in the second year of their training, and about 40% in the third year of their training. The teaching experience took place in four secondary schools in the center of Israel. During their training, the pre-teachers have experienced teaching that incorporates an interdisciplinary approach in the station rotation model.

Research questions were:
1. How do pre-teachers perceive the characteristics of teaching-learning in the station rotation model?
2. How do pre-teachers perceive teaching-learning in an interdisciplinary approach in the station rotation model?
Research tools: Assuming that a combination of different research tools may establish the reliability of the findings we have chosen:
1. Semi-structured focus interviews that took place using the ZOOM or by phone for about 30 minutes.
2. Reflections that the teaching trainees wrote about the lessons they taught as part of their practicum.
3. Documentation of a reflective group dialogue with the group of teaching trainees held after teaching lessons in the station rotation model.

An analysis of the findings revealed that combining these two aspects of innovation has created innovative, interesting and proactive teaching for students, and a deeper and broader understanding of the topics of study among the pre-teachers.

Challenges in this learning model mainly included difficulty in planning a coherent lesson built from three different learning spaces in an interdisciplinary approach, the need for a suitable learning space and adaptation to timely teaching.

Keywords:

Teaching innovation, station rotation model, interdisciplinary, teacher education.