Collaborative and Traditional Practice-models as Perceived by Preservice Teachers - The Potential Impact of Culture

Oct 15, 2026

Upload by Franzy

A differential cultural aspect emerges by comparing the experiences of 96 Jewish and 107 Arab preservice teachers participating in a collaborative academy-class-practice model (ACPM) or a traditional practice model (TPM). Jewish preservice teachers accept the ACPM cautiously, while Arab preservice teachers welcome it warmly, prompting questions about cultural influence on group perceptions. Mixed-methods questionnaires analyze pedagogical knowledge, perceived practicum benefits, and the value attributed to staff and peer advice, while discussing potential cultural impacts of collaboration and self-consideration.

LanguageEnglish

CategoryExam

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Cultural Diversity in Israel’s Education System

Literature Review

Collaboration within Culture

Australian Journal of Teacher Education | Volume 47 Issue 7 | Article 4 | | --- | --- | | 2022
Collaborative and Traditional Practice-models as Perceived Preservice Teachers: The Potential Impact of Culture
Ilana Klima Ronen
Kibbutzim College of Education Technology and The Arts
Alexandra Danial-Saad
The Academic Arab College for Education in Israel-Haifa; University of Haifa
Rachel Holsblat Talpiot College
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte) | by | Recommended Citation Ronen, I. K., Danial-Saad, A., & Holsblat, R. (2022) . Collaborative and Traditional Practice-models as Perceived by Preservice Teachers: The Potential Impact of Culture. Australian Journal of Teacher Education, 47(7) . [http://dx.doi.org/10.14221/ajte.2022v47n7.4](http://dx.doi.org/10.14221/ajte.2022v47n7.4) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss7/4](https://ro.ecu.edu.au/ajte/vol47/iss7/4) Collaborative and Traditional Practice-models as Perceived by Preservice Teachers: The Potential Impact of Culture Ilana Klima Ronen Kibbutzim College of Education Technology and The Arts Alexandra Danial-Saad The Academic Arab College for Education in Israel-Haifa; University of Haifa Rachel Holsblat Talpiot College Abstract: A differential cultural aspect manifested when we compared the experiences of 96-Jewish and 107-Arab PSTs who participated ina collaborative academy-class-practice-model (ACPM), or a traditional-practice-model (TPM). The attempt to implement the collaborative ACPM was hesitantly accepted by Jewish-PSTs, whereas the Arab-PSTs welcomed it warmly. This led us to question whether culture played a role in the groups’perceptions ofthe ACPM\ TPM. A mixed methods questionnaire has been used to examine PSTs` pedagogical knowledge, the perceived benefits they gained during the practicum, and the importance they attributed to the advice of staff members and peers. Although the PSTs from both groups assessed the knowledge variable to be higher in the ACPM than in the TPM, an opposite trend in the benefit dimension was revealed when comparing the experience of ACPM\ TPM. The potential cultural impact ofcollaboration, involvement, and self consideration as perceived by the two societies is discussed. Introduction Cultural Diversity in Israel’s Education System The education system in Israel deals with the linguistic complexities of multiculturalism related to differences of language and dialect, as well as with a range of issues related to behavioural norms and societal patterns (Azaiza, 2006) . This complexity of cultural characteristics is seen as part of the struggle for social justice in education, and thus also in teacher practice. It is a universal issue linked to the PSTs’ national, cultural, religious, and linguistic identity (Jabareen & Agbaria, 2014), which is also evident at teacher-education colleges. The Arab society in Israel has a traditional, collective, and conservative orientation, even though it has undergone some degree of modernisation, while in the Jewish culture, traditional-hierarchical is a less predominant cultural characteristic (Azaiza, 2006) . Ilaiyan, Zedan and Toren (2007) asserted that in Arab society, economic motives for choosing a profession prevail, because of the desire to join the larger Jewish labour market. Hence, the professions of medicine and education are in high demand. However, there are also internal reasons for choosing the teaching profession, such as intellectual development, creativity, a sense of enjoyment, satisfaction, and social commitment, while the most decisive factors are family and society. Conversely, Jewish PSTs typically demonstrate a low demand for the teaching profession; rather, internal motivations, such as creativity,

FAQs

How do Jewish and Arab preservice teachers differ in their perceptions of the collaborative ACPM?

Jewish preservice teachers accept the ACPM hesitantly, while Arab preservice teachers welcome it warmly.

What methods are used to examine the impact of ACPM vs TPM?

A mixed-methods questionnaire is used to examine preservice teachers’ pedagogical knowledge, perceived benefits during the practicum, and the importance they attribute to advice from staff and peers.

What do the study results suggest about knowledge and benefit dimensions?

Both groups rate the knowledge variable higher in the ACPM than in the TPM, but an opposite trend appears in the benefit dimension when comparing ACPM and TPM experiences.

Oct 15, 2026

Upload by Franzy