American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2015, 3(11), 1469-1475
DOI: 10.12691/education-3-11-18
Open AccessArticle

Professional Socialization in Teaching - Training Colleges in the Arab Education System in Israel

Jamal Abu-Hussain1,

1Al-Qasemi Academic, Israel

Pub. Date: November 10, 2015

Cite this paper:
Jamal Abu-Hussain. Professional Socialization in Teaching - Training Colleges in the Arab Education System in Israel. American Journal of Educational Research. 2015; 3(11):1469-1475. doi: 10.12691/education-3-11-18


This pioneering study constitutes initial research on the topic of professional socialization in the teacher education process in teacher training colleges within the Arab education system in Israel. In recent years, criticism related to education has focused, among other things, on the process of teachers’ education and training. This process, it seems, neither realizes its objectives nor meets the needs and expectations of 21st-century education systems. The State of Israel has adopted a policy of conservation and control. Accordingly, the Arab education system and teacher training institutions are used as a tool to promote conservation and control, rather than as a lever for social, economic and political change. Whether we perceive Education as a conservative force or a way to create social change. Either way, the teacher training process plays a crucial role in initiating necessary changes, particularly because teaching in the Arab education system is still based on three principles: learning means listening; to teach is to speak; knowledge is an object. The variables derived from the theoretical and research literature about teachers’ professional socialization are: professional commitment, value orientation, and professional attitudes. According to the recently studies the general hypothesis is, changes should occur among these variables as a result of the professional socialization process. The current study is cross-sectional in nature. The research population included 153 subjects: 35 teachers and 118 teacher trainees in different stages of their training. The data were collected by use of questionnaires, and processed through SPSS. Statistically, the results show that no changes in variables occurred as a result of the training process and some of the variables were even decreased. As a result of this study, several questions surfaced for review and research. Dealing with these questions is expected to promote the professional socialization process within the context of teacher training colleges, in general, and teacher training colleges in the Arab education system, in particular. In addition, the study findings will contribute to a better understanding of teachers’ professionalization process and teacher training in general.

professional socialization teachers’ education teacher training colleges

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Lieberman, A. (Ed.), Building a professional culture in schools. New York, Columbia University, 1988.
[2]  Beck, Sh., “Technicians’ vision of teacher education: a critical view of teacher education Technical- rational”. Beersheba: University Press of Ben Gurion, (2005). [Hebrew].
[3]  Shulman. L. S., “Teacher Education Does Not Exist”, Stanford University School of Education Alumni Newsletter,” 7. Retrieved [06/07/2006], from:
[4]  Hargreaves, A., “Four ages of professionalism and professional learning,” Teachers and Teaching: History and Practice, 6 (2), 151-182, (2000).
[5]  Bransford, J. D., Brown, A., L., & Cocking, R. R. (Eds.). “How People Learn: Brain, Mind, Experience, and School. Committee on developments in the science of learning,” Commission on Behavioral and Social Sciences and Education. National Research council, National Academy Press. Washington D.C., 1999. Retrieved [05/05/06] from:
[6]  Ramsey, G., “Quality Matters. Revitalizing teaching: Critical times, critical choices,” Report of the Review of Teacher Education, New South Wales. 2000. Retrieved [02/01/06] from: https://www/det/
[7]  Marcelo, C., “Teacher learning for a learning society – literature review. In: Learning to teach in the knowledge society- Final report,” HDNED, World Bank. pp. 4-30. 2005.
[8]  Schlechty, P., & Whitford, B., “Shared problems and shared vision: Organic collaboration,” In: K. Stronik, & J. Goodlad (Eds.). School university partnerships in action: Concepts, cases and concerns (pp. 191-204). Teachers college press. 1988.
[9]  Feiman-Nemser, S.L., Folden, R., “The cultures of teaching. In: M. Wittrok (Ed.). Handbook of research on teaching,” New York, pp.505-526. 1986.
[10]  Arar, K., & Rigby, A., “To participate or not to participate'- status and perception of physical education among Muslim Arab-Israeli secondary school pupils,” Sport, Education and Society, 14, (2), 183- 202. 2009.
[11]  Abu-Asbah, K., “The Arab Education System in Israel: Dilemmas of a National Minority,” Jerusalem: Florscheim Institute for Policy Research, Jerusalem. 2007. [Hebrew].
[12]  Jabarin, J. Egbariya, A., “Education on hold- government policy and civil initiatives to promote Arab education in Israel,” Haifa: Dirasat. 2010. [Hebrew].
[13]  Reichel, N., “The story of the Israeli educational system: the centralization of decentralization; between declared and hidden; between imitation and unique,” Jerusalem: Magnes Press, the Hebrew University of Jerusalem. 2008. [Hebrew].
[14]  Abu-Saad, I., “State-controlled education and identity formation among the Palestinian Arab minority in Israel,” American Behavioral Scientist, 49 (8), 1085-1100. 2006.
[15]  Egbariya, A., “Teacher training Arabs in Israel: equality, recognition and sharing,” In: D. Kfir (Eds.), critical search: Israeli society is looking for good teachers, pp 54-23. Tel Aviv: Mofet Institute. 2011. [Hebrew].
[16]  Abu-Hussain. J., “The thinking language of elementary school teachers in the Arab education system in Israel: Implications for teacher education,” Open Journal of Business and Management, Vol.3, No.3.pp 257-264. (2015a).
[17]  Darling-Hammond, L., “The quiet revolution: Rethinking teacher’s development,” Educational Leadership, 53 (6): 4-10. 1996.
[18]  Abu-Hussain, J., “Attitudes and Perceptions of Teachers in the Arab School System in Israel Regarding Principals' role as Evaluators of Their Performance,” International Journal of Recent Scientific Research, Vol. 6, Issue, 4, pp. 3477-3483. 2015b.
[19]  Feldman, K. A.; Newcomb, T. M., “The impact of college on students,” Jossey-Bass. Inc. Publishers, San Francisco. 1969.
[20]  Horowitz, T., & Zak, I., “Social and personal characteristics of students in teacher education colleges,” In: Horowitz, T., & Zak, I. Patterns of Recruitment, Dropout and Consistency in the Teaching profession. Research reports No.199, the Henrietta Sold Institute, Jerusalem, (Part I). 1978. [Hebrew].