Perceptions Of Teacher Trainers From The Arab-Bedouin Education System Regarding The Implementation Of The Classroom Practicum Program

Abstract

The present study examined the attitudes of teacher trainers from the Arab-Bedouin education system regarding the contribution of the Classroom Academy Community" model (CAC)  to improving the school community and the skills of preservice teachers.

In the present study, ten teacher trainers from the Arab-Bedouin education system participated in the classroom practicum project in southern Israel. The findings of the study indicate that the process of accompanying and guiding th[1]e preservice teachers, together with the academic counselor, contributed greatly to the integration of teaching elements such as planning teaching units, creating lesson plans, illustrations, and improving student interactions, into the reality of the school environment.

The findings of this study suggest that training institutions for teaching staff must focus on strengthening the development of educational initiatives involving preservice teachers during their training at the academic institution and on fostering openness in accepting teaching positions.