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

Ilana Klima Ronen, Alexandra Danial-Saad, Rachel Holsblat

Research output: Contribution to journalArticlepeer-review

Abstract

A differential cultural aspect manifested when we compared the experiences of 96-Jewish and 107-Arab PSTs who participated in a 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 of the 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 of collaboration, involvement, and self-consideration as perceived by the two societies is discussed.

Original languageEnglish
Pages (from-to)58-75
Number of pages18
JournalAustralian Journal of Teacher Education
Volume74
Issue number7
DOIs
StatePublished - 2022

Bibliographical note

Publisher Copyright:
© 2022 Social Science Press. All rights reserved.

ASJC Scopus subject areas

  • Education

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