When the Cheese Moves: How Arab and Jewish Education Students Perceive the Transition to Distance Practical Teaching during the COVID-19 Crisis

Autor/inn/en	Majadly, Haifaa; Nikritin, Daniel
Titel	When the Cheese Moves: How Arab and Jewish Education Students Perceive the Transition to Distance Practical Teaching during the COVID-19 Crisis
Quelle	In: International Education Studies, 15 (2022) 5, S.101-117 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Student Attitudes; Online Courses; COVID-19; Pandemics; Jews; Arabs; Cultural Differences; Preservice Teachers; Technological Literacy; Self Efficacy; Distance Education; Student Characteristics; Background; Personality Traits; Predictor Variables; Student Teaching; Experiential Learning; In Person Learning; Foreign Countries; Access to Computers; Israel + Suchen Sie Ihr Suchwort? Schülerverhalten; Online course; Online-Kurs; Jew; Jude; Jüdin; Juden; Arab; Araber; Kultureller Unterschied; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Distance study; Distance learning; Fernunterricht; Hintergrundinformation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Teaching practice; Unterrichtspraxis; Experiental learning; Erfahrungsorientiertes Lernen; Ausland
Abstract	The goal of the current study was to examine teaching students' positions and perceptions regarding the transition to an online format for practical teaching during COVID-19, and whether differences exist between Jewish and Arab students' positions. The study also examines teaching students' technological and pedagogical self-efficacies for distance teaching and the extent of differences between the Arab and Jewish students' self-efficacies. In addition, the study examined which background and personality variables predict positions and perceptions. The findings are based on a questionnaire completed by 279 Arab and Jewish teaching students from two Israeli teacher education colleges that transitioned to online practical teaching as a result of the COVID-19 crisis. Semi-structured interviews were also conducted to gain a deeper understanding of the questionnaire findings and to expand on topics not referred to in the questionnaire. The study reveals that teaching students accept the importance of the distance teaching experience during training in order to prepare them for the changing reality. Nevertheless, this cannot fully replace field experience because of the need for support and the limited ability to learn from the distance experience about face-to-face teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01