Coping with uncertainty in a sociocultural context: the case of Arab preservice teachers in a teacher-education college in Israel

Noam Lapidot-Lefler, Izabel Ramadan, Walid Mula

Research output: Contribution to journalArticlepeer-review

Abstract

The present study examined how Arab students, as a minority group in a teacher-education college in Israel, coped with uncertainty during the COVID-19 pandemic. The insights gained can inform how educators support Arab students during other challenging times, such as periods of political instability. The study aimed to enhance understanding of participants’ experiences, increase sensitivity to diversity, and improve the inclusion of Arab students in the college. A qualitative interpretive phenomenological methodology analyzed students’ written reflective tasks as part of an Arabic-speaking course. Two main themes emerged: a) Arab students’ perceptions and experiences during the COVID-19 crisis and b) their strategies for coping with challenges. The findings showed that students were able to express feelings in writing, contradicting previous research indicating difficulty expressing personal emotions among Arab populations. The findings may encourage reviewing practices to promote the inclusion of various sociocultural groups in teacher education.

Original languageEnglish
JournalPedagogy, Culture and Society
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Arab students in teacher education
  • coping mechanism
  • inclusion
  • sociocultural contexts
  • teacher education
  • uncertainty

ASJC Scopus subject areas

  • Cultural Studies
  • Education

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