The study examined Israeli teachers’ knowledge and perceptions of student's rights, and their reports on their actions in rights-related cases. Semi-structured interviews with teachers revealed that although teachers encounter frequent legal questions, most of them were only minimally knowledgeable, expressed reluctance to seek out information, and perceived themselves as lacking the capacity to do so. Moreover, due to legal myths that purportedly limit teachers’ autonomy, teachers reported feeling helpless and acknowledged violating rules that in actuality do not exist. The conclusions discuss the interface of legal literacy, Israeli teachers’ low social status, and their perceptions of teachers’ professionalism.
|Journal||Teaching and Teacher Education|
|State||Published - Apr 2020|
Bibliographical noteFunding Information:
We thank Arie Kizel and Benny Benjamin for helpful comments. We also thank the Israel Science Foundation (Grant 448/15 ) and the Amira and Michael Dan Foundation for financial support.
© 2020 Elsevier Ltd
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