Southward migration season: new Arab teachers from north move to southern Israel¹

Suppression of Psychological Needs Among Beginning Teachers: A Self-Determination Theory Perspective on the Induction Process in Bedouin Schools

“…Bedouin beginning teachers/interns face numerous challenges, much like their colleagues from other societies and cultures. According to the few studies conducted among Arab beginning teachers in Israel (Abu Ras, 2010 ; Iliyan and Zidan, 2011 ; Schatz-Oppenheimer, 2012 ), they face diverse hurdles at the professional-pedagogical and organizational levels.…”

Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory

“…For many years, there has been an awareness of the complexity of the induction processes and the difficulties faced by beginning teachers (Abu Ras, 2010; Flores, 2017; Schatz-Oppenheimer, 2012). Encounters at school often involve negative experiences (Watad-Khoury, 2013).…”

“…In addition to contending with challenges of induction into teaching, Arab beginning teachers also have to contend with the complex reality of the Arab education system and with the centralized educational climate in many schools (Watad-Khoury, 2013). According to the studies conducted among Bedouin teachers and Arab teachers from the north of Israel who teach in the south (Schatz-Oppenheimer, 2012), there are difficulties at the professional–pedagogical and organizational levels, including difficulties in communicating with teachers and parents, workload, lack of subject knowledge, and difficulties in adapting to the organizational climate. These difficulties create negative outcomes.…”

Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel

“…This entailed attending colleges and universities situated outside the Bedouin towns, an activity that challenged the community's social norms ( Abu-Rabia-Queder & Karplus, 2013 ). This development gave rise to fruitful academic research regarding the role of higher education in women's empowerment ( Pessate-Schubert, 2003 ), its impact on Bedouin women's identity ( Abu-Rabia-Queder, 2011 ; Abu-Rabia-Queder & Weiner-Levy, 2008 ), the religious worldviews and gender roles of Bedouin women ( Abu-Rabia-Queder, 2007 ), and their social mobility ( Pessate-Schubert, 2004 ; Schatz-Oppenheimer, 2016 ).…”