@misc{10481/85946,
year = {2023},
month = {9},
url = {https://hdl.handle.net/10481/85946},
abstract = {The current case-study research was aimedat describing an intensive training programme for preservice
teachers in a rural Druse school in Israel, and understanding how educators participating in
the programme perceived collaboration and challenges during the programme. Twenty semistructured
interviews were conducted with educators (pre-service and in-service teachers,
coordinator, teacher educator, and principal). Based on thematic analysis, three collaborative
characteristics were identified: debate over co-teaching practices; pedagogical theoretical learning and
its immediate implementation and reflection; deep and intensive mentorship. In addition,
combinations between two axes - professional and organizational domains; and short-term vs. longterm
perspectives – yielded four different challenges. The professional domain in the short-and longterm
was well established; however, the organizational domain remains unclear. Based on the
intersectionality approach, the findings of the current study suggest that a combination of multiple
social categories - rural space, and ethnic Druse group - create marginalized features that placed
barriers for pre-service teachers. The various challenges are further discussed.},
publisher = {Universidad de Granada},
keywords = {Druse},
keywords = {Pre-service teachers},
keywords = {Teacher Education},
keywords = {Traininig program},
keywords = {Intersectionality},
title = {Intensive Training Programme for Pre-Service Teachers: An Intersectionality Perspective of an Israeli Rural Druse School},
author = {Grinshtain, Yael and Salman, Hussein},
}