Experience Changes Perceptions: Arabic-Speaking Students’ Perceptions Regarding the PDS Model and Teacher Training

Abstract

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.

From traditional to clinical approach toward continuing professional development: Academia‐field partnership in teacher education

“…According to a recent literature review (Leventhal et al., 2020), there are three main models of practicum in teacher training in Israel: (1) A traditional model, in which trainees spend one day a week (six hours) teaching in school, with a pedagogical instructor observing their functioning in class several times throughout the year and giving them feedback. Mostly, this involves imitation of the mentor teacher with a few opportunities to actively teach the class.…”

“…Studies show that how pre-service teachers (student teachers) learn in the field is critical to their future success (Goldrick et al, 2012;Inbar-Lourie & Haim, 2023). There are different models of partnership between the colleges and universities that train teachers in the field (i.e., schools and kindergartens) (Ingersoll et al, 2014;Leventhal et al, 2020;Zhang et al, 2023). Where and how pre-service teachers perform their practicum significantly impact their success (Carver & Feiman-Nemser, 2009).…”