This study examines the differences and similarities between Arab and Jewish pre-service teachers (PSTs) in Israel, in terms of their professional identity development, their perceptions of the teacher’s role and their self-efficacy in teaching. The sample consisted of 168 PSTs from a College for education in Israel, 103 Jewish and 65 Arab. All the participants study for B.A. in Special Education. The research instruments were: Teacher Professional Identity Scale, Teacher’s Self Efficacy Scale, Professional identity Scale for SE teachers. A significant main effect of year of study was found in the PSTs’ professional identity development, indicating that the second-year PSTs scored higher than the first-year PSTs. Additional paired samples t-test examining the differences between the two time points in each cultural sector and each year of study indicated that both Jewish and Arab second year PSTs scored higher on the teaching self-efficacy at the end of the second academic year compared to the beginning of the same year.
This study aims to examine the differences and similarities between Arab and Jewish pre-service teachers in Israel, in terms of their professional identity, their perceptions of the role of a Special Education (SE) teacher and their self-efficacy in teaching. The sample comprised of 205 students from a college for education in Israel, 141 Jewish and 64 Arab students. All the participants study for B.A. in Special Education. The research instruments were Teacher Professional Identity Scale; Teacher's Self Efficacy Scale; Professional identity Scale for SE teachers. The results indicated that Jewish and Arab pre-service teachers (PSTs) differ significantly in their professional identity, their perceptions of the role of a Special Education (SE) teacher and their self-efficacy in teaching according to the year of study. In addition, positive correlations were found between the pre-service teachers' perceptions regarding their professional identity, their self-efficacy and their professional self-identity in special education. Findings are discussed from the perspective of the applicability of the concept of professional identity in developing training programs for special education PSTs with different cultural backgrounds living in the same country.
The teaching practicum programs in schools represent a key element in teacher training in Higher Education Institutions, in terms of connecting curricular content with professional competencies development and real life situations. The current study provides a contemporary overview of the practicum programs in training special education pre-service teachers in Israel, as expressed in theoretical papers and concurrent studies examining practicum experiences. The practicum programs are examined from the perspective of their theoretical rationale, scope and various formats. There are three practicum models in Israel: the traditional model, the Professional Development Schools (PDS) model, characterized by a collaboration between the academic teacher training colleges and the schools where the practicum training is conducted, and the "academy-class" model. The last model focuses on the development of broad-scope partnership processes between schools and colleges, while presenting the student as a co-teacher in the class and emphasizing the practicum's intensity (3 days per week). Additionally, this theoretical paper includes lines of discussion for future comparative analysis of the perceptions and attitudes towards the practicum program by Arab and Jewish pre-service teachers in special education in Israel.
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