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Many studies reveal that personal insights and growth can be followed through the study of narratives and metaphors in the field of education. Yet, there is a striking lack of studies in education that analyzes students' metaphors regarding teacher-training practicum as a continuous process, and there is a lack of such studies in various cultural contexts. This paper describes how Arab teacher-training students described their impressions of their practical experience through personal stories entirely based in metaphoric language. The study was carried out in a multiple case study format, in which the cases are the stories of the students. The stories were written in Arabic the mother tongue of the students. This paper contributed to the body of knowledge available about student teachers' practical experiences in two ways: first, by providing a detailed understanding of how students perceive their practicum; and second, since knowledge through metaphors can provide direction in structuring training courses for student teaching in accordance with student insights and by addressing their needs, such an understanding will be useful to teachers and instructors and can guide them in providing training that is relevant, rational, and supportive.

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This article analyzes two cases of evaluation programs involving the Palestinian minority in Israel from the perspective of social justice and responsibility. The first focuses on the evaluation of a Pre‐Academic Preparatory Program (PAPP) of minority students in Sakhnin College. The second focuses on the evaluation of Equal Opportunities for Arab Minority Students at the Technion–Israel Institute of Technology. This article concludes that evaluation could be conceptualized as a promoter of social justice. The article suggests that the contribution of participatory–responsive evaluation is limited and maybe marginal. The article concludes that evaluation for social justice should be only a step in a longer process, which should feed into decision making afterward in order to change and improve policies and programs, as the case of PAPP suggests. Eventually, we conclude that evaluation played a role in promoting social justice in both systems.

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This study examined the school climate as an intermediary between the principal’s personality and the attitude toward sex education in the Arab sector. The main research question was to what extent can the school climate mediate between the personality and the principal’s attitude toward sex education, in the Arab sector in Israel? The study involved 128 principals from the Arab sector in northern Israel. The principals answered four questionnaires: organizational climate, personality characteristics, sex education, and a demographics questionnaire.The findings of the study showed a relationship between the level of openness and extroversion of school principals and their attitudes toward sex education. As for the extroversion index, it was found that the relationship was positive among male principals and negative among female principals. The findings also showed that the personality of the school principal is mediated by the school climate when examining the extroversion measurement only. It was further found that the school climate does not mediate a change between the level of openness and the principal’s attitudes toward sex education. These results can be useful for decision-makers, such as the Ministry of Education and management training institutions, for evaluating and delivering training for in-service principals.