Intensive Training Programme for Pre-Service Teachers: An Intersectionality Perspective of an Israeli Rural Druse School
Identificadores
URI: https://hdl.handle.net/10481/85946Metadatos
Mostrar el registro completo del ítemEditorial
Universidad de Granada
Materia
Druse Pre-service teachers Teacher Education Traininig program Intersectionality
Fecha
2023-09-30Referencia bibliográfica
Yael Grinshtain, Hussein Salman (2023). Intensive Training Programme for Pre-Service Teachers: An Intersectionality Perspective of an Israeli Rural Druse School .Journal for Educators, Teachers and Trainers,Vol. 14(6).45-54 [https://doi.org/10.47750/jett.2023.14.06.005]
Resumen
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.