The obstacles to preparing ethical teachers for Arab schools in Israel: The case of one Arab college of education

ABSTRACT

This multiple case study explores the obstacles to preparing prospective Arab teachers to deal with values/moral issues, from the perspective of Arab teacher educators in one Arab college of teacher education in Israel. In-depth interviews with 13 teacher educators were conducted and analysed. Four obstacles were reported by teacher educators. The first was the scholastic-oriented curriculum in their college and the exclusive focus on developing the student teacher’s technical skills, disciplinary knowledge and intellectual capacities. The second was related to the teacher educators’ qualifications—their motivation and professional awareness with respect to dealing with values/moral issues in their courses. The third was related to the quality of the student teachers, their desire to become teachers, their commitment and their understanding of the moral work of teaching. The fourth pertained to the college of education’s culture and the lack of a systemic policy of preparation for values education.

KEYWORDS:

• Arab society
• Israel
• teacher education
• moral education
• values education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1. Named after Prof. Aryav, who led a reform in teacher education in Israel in 2006.

Additional information

Notes on contributors

Najwan Saada

Najwan Saada is the head of Education Department at Al-Qasemi Academic College, Israel. He has an account in ResearchGate and can be reached on [email protected]