Abstract:

Teacher training as 'multicultural pedagogy' geared at divergent communities was the soil on which MOST (Model of Ongoing Supervised Training) - an innovative training paradigm (2006) was cultivated. Based on philosophies and practice of PDS (Professional Development School) and Inclusive Education it emerged as a field workshop training process for mediating the language of thinking in language instruction contexts. Following several years of practice and research, witnessing the vast contribution MOST had on teacher and organizational development in the long run. It seemed fit to take it one step further by widening the spectrum and transferring the principals upon which MOST was constructed, into two different disciplines – Mathematics and Art. The extended model- Multiple MOST- fosters a holistic approach to training. It promotes transferability of skills within content areas, sustains the ecological approach and caters to multiple intelligences of a variety of learners.
Multiple MOST was the focus of an in-service training program designed for two groups of teachers: Group One consisted of teachers involved in PDS in their schools and their respective trainee teachers. Group Two was a part of a continued educational program for teachers in a conventional setup.
This divergent population, characterized with a variety of disciplines, interests, skills and points of view, allowed us to widen the spectrum and provided an in-depth critical aspect.
Synergizing the expertise of Multiple-MOST moderators- experts in assessment, mediation, pedagogy, curricular planning and disciplinary adjustment- with specific subject matters in which both groups of teachers are experts, created a unique opportunity for professional development and growth of all participants. Group One gained insights as to their dual consecutive role as life long learners and mentors, whereas Group Two gained priceless insights as to the need for an ongoing dialogue as part of professional development and personal enrichment.
Based on insights gained through intensive practitioner reflection, the moderators were able to introduce the necessary changes into the extended model which is now subject for intensive investigation.
The most interesting result evidenced at the preliminary stage of the investigation was the authentic demand stemming from Group Two to establish a PDS framework in their own schools during the coming school year. For the first time in many years of partnership we have witnessed a bottom-up demand for such a conceptual organizational and administrative change that until now was initiated by the educational establishment - principals and superintendents and usually demanded careful preparation and intensive convincing of the school staff. This transformation looks most promising in terms of dedication and professional confidence.

Keywords:

teacher training, language of thinking, mediation, multiple intelligences.