From Curriculum to Practicum: Arab and Jewish Trainees' Perceptions of College Preparation for Teaching

Autor/inn/en	Vidergor, Hava E.; Magen-Nagar, Noga; Ilaiyan, Salman
Titel	From Curriculum to Practicum: Arab and Jewish Trainees' Perceptions of College Preparation for Teaching
Quelle	In: Teaching Education, 29 (2018) 3, S.279-299 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2017.1406907
Schlagwörter	Foreign Countries; Preservice Teachers; Student Attitudes; Trainees; Preservice Teacher Education; Arabs; Jews; Outcomes of Education; Teacher Education Curriculum; Practicums; Correlation; Comparative Analysis; Teacher Effectiveness; Learning Strategies; Mentors; Educational Environment; Technology Integration; Social Environment; College Choice; Educational Facilities; Theory Practice Relationship; Israel + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Auszubildender; Weibliche Auszubildende; Lehramtsstudiengang; Lehrerausbildung; Arab; Araber; Jew; Jude; Jüdin; Juden; Lernleistung; Schulerfolg; Practicum; Praktikum; Praktika; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Studienortwahl; Bildungsstätte; Theorie-Praxis-Beziehung
Abstract	The current pilot study aimed to evaluate the perceptions of Arab and Jewish teacher trainees regarding the impact of variables on preparation for teaching. This study included 314 participating teacher trainees from two colleges in Israel. One hundred forty-eight (47.1%) of them studied in a Hebrew-speaking college and 166 (52.9%) students studied in an Arabic-speaking college. The questionnaire employed 66 items divided in ten variables: curriculum, lecturer quality, learning strategies, pedagogical instructor and mentor teacher, learning and social climate, ICT integration, college selection considerations, facilities, and practicum. Path Analysis findings indicated a direct impact of curriculum on practicum, while all mediating variables were influenced by curriculum, but did not influence practicum. Teacher trainees from both colleges perceived the pedagogical instructor and mentor teacher as the most significant factor connecting curriculum and practicum. In conclusion, findings may suggest the existence of a separation between curriculum and practicum, resulting in a large number of components of teacher education which do not advance teacher trainees in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01