During their studies, education students are required to engage practice-based experience in a collaborative model: Professional Development School (PDS), where there are many options for building professional and personal development processes. Through this experience, students formulate professional identity and perceptions about teaching. This study sought to examine the impact of this experience model on Arabic-speaking education students attending a Hebrew speaking college. The effect of the practice-based experience was examined on both the concept of teaching as a profession, the process of teaching instruction and social and cultural aspects. The findings of the study showed that PDS practice-based experience directly and indirectly contributes to the way students perceive teaching, the role of the teacher, the education system, as well as the importance of the practical experience in the teaching training process. However, there was no significant contribution of PDS practice-based experience to students’ perceptions of multicultural aspects of campus life.
This study explores how teacher educators promoted Israeli Arab student teachers’ civic engagement through a multifaceted service-learning program. They worked on a project named ‘Challenges’ that supported service-learning, and provided knowledge about societal issues and Palestinian heritage. Qualitative interviews were conducted with 17 teacher educators. Additionally, 1608 freshmen students answered a questionnaire about their level of agreement with different reasons for, and objections to, volunteering, which was used as a measure of civic engagement. Among the students, 853 participated in the project, and 755 were not exposed to it yet. Scholarships were awarded to 399 students for their service and 109 expected one. Working as a team, the teacher educators achieved a system-wide change within the Arab teacher education curriculum. Participating students’ knowledge and civic engagement increased. Their level of agreement with reasons for volunteering was higher than that of students who were not exposed to the project yet and were not expecting a scholarship.
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