The new teacher induction programme in Bedouin schools in the Negev, Israel

Abstract

This article presents the results of a two‐year research study which examined the usefulness of the induction programme for newly recruited teachers in Bedouin schools in the Negev as a unique environment and home for the Bedouin. Bedouin schools are considered a unique environment, where pupils attend schools in recognised and non‐recognised villages. Although Bedouin teachers (‘local teachers’) and the teachers from the north (‘non‐local teachers’) belong to broadly the same Arabic Islamic culture, they have differences in values, customs, concepts and dialect. Therefore, investigating the influence of the induction programme on novice teachers in this environment is essential in understanding the different types of evaluation among locals and non‐locals, males and females and those who teach in recognised villages compared with those who teach in unrecognised ones. The results indicate that local teachers value the contribution of the components of the induction programme better than the non‐locals and males more than females. However, no differences were found among teachers who taught in recognised and unrecognised villages. The interaction analysis of the components of the programme and the inductees shows that their professional contribution is more valued among the locals. However, there were no differences between the northern and southern teachers in terms of their evaluation of the components' emotional support. In general, the inductees highly valued the contribution of the mentor in the three fields; however, the local new teachers valued the contribution of the mentor more than the non‐local ones.

Keywords:

• Bedouin
• local teachers
• induction programme

Acknowledgement

I would like to thank the MOFET Institute, which coordinates all activities for teacher education and professional development in Israel, for funding this research.