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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.

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Article

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

1Al-Qasemi Academic, Israel


American Journal of Educational Research. 2015, Vol. 3 No. 11, 1469-1475
DOI: 10.12691/education-3-11-18
Copyright © 2015 Science and Education Publishing

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.

Correspondence to: Jamal  Abu-Hussain, Al-Qasemi Academic, Israel. Email: Jamal_ah@qsm.ac.il

Abstract

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.

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