Yes, We Can! Palestinian-Israeli Teachers in Jewish-Israeli Schools

Autor/inn/en	Jayusi, Wurud; Bekerman, Zvi
Titel	Yes, We Can! Palestinian-Israeli Teachers in Jewish-Israeli Schools
Quelle	In: Journal of Teacher Education, 71 (2020) 3, S.319-331 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119849869
Schlagwörter	Arabs; Jews; Acculturation; Minority Groups; Misconceptions; Teacher Attitudes; Self Efficacy; Stereotypes; Racial Bias; Foreign Countries; Semitic Languages; Job Satisfaction; Teacher Role; Teaching Experience; Teacher Student Relationship; Parent Teacher Cooperation; Conflict; Intergroup Relations; Teacher Characteristics; Institutional Characteristics; Israel; Palestine + Suchen Sie Ihr Suchwort? Arab; Araber; Jew; Jude; Jüdin; Juden; Akkulturation; Ethnische Minderheit; Missverständnis; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Klischee; Racial discrimination; Rassismus; Ausland; Arabisch; Hebräisch; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Konflikt; Intergruppenbeziehungen; Palästina
Abstract	The goal of this study is to gain a better understanding of the experiences of Palestinian-Israeli minority teachers when teaching at majority state Hebrew secular schools in Israel. Specifically, the objective is to describe and analyze the role of the teachers' work-related experiences in shaping their sense of self-efficacy, job satisfaction, acculturation process, and how all these affect their feelings regarding their potential role in helping break down stereotypes and misconceptions about the Palestinian-Israeli minority. Data were gathered from 15 interviewees, who described their experiences, feelings, and perspectives about their work. Findings indicate that Palestinian-Israeli teachers experience a strong sense of self-efficacy, satisfaction, and positive relationships with students, parents, and colleagues. Participants expressed the belief that their work helps reduce prejudice and increases mutual understanding among the groups in conflict, through successful acculturation, despite some difficulties. It is suggested that stakeholders should strengthen efforts to recruit and retain these teachers, through strong administrative support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01