התנסות מעשית המבוססת על הדגם אקדמיה-כיתה לעומת התנסות המבוססת על הדגם המסורתי, לפי הערכותיהם של סטודנטים יהודים וסטודנטים ערבים

The study compares the ״academy-class״ practicum model and the ״traditional״practicum model, as assessed by Jewish and Arab preservice teachers (PST), focusing on two questions: What are the differences between the academy-class model and the traditional model, as assessed by Jewish PSTs and Arab PSTs? What are the differences between Jewish PSTs and Arab PSTs in their assessments of the academy-class and traditional practicum models? The study included 203PSTs, of whom 107 responded to a traditional model questionnaire and 96 PSTs responded to an academy-class model questionnaire. The questionnaires included closed and open-ended questions, examining the PSTs׳ attitudes and evaluations of pre-defined parameters: knowledge, benefit, and importance of participant discretion. The open-ended questions addressed experiences and insights about each practice.MANOVA 2X2 (practical model X society) analyses indicated significant differences between (a) the academy-class and traditional practicum models in acquired knowledge as perceived by PSTs, while benefits from the pedagogy in the academy-class practicum model was lower than in the traditional model; (b) Jewish and Arab PSTs׳ assessments – the knowledge acquired by Jewish PSTs was lower than that acquired by Arab PSTs, while the benefits of Jewish PSTs were higher than those of the Arab PSTs; and (c) a significant interaction between practicum model X society regarding benefit and consideration during the practicum. The qualitative part of the study revealed factors that PSTs indicated as opportunities and challenges