התמחות בהוראה למורים מתחילים בבתי ספר ערבים בדווים בנגב

This article represents the findings of a two-year research study that was conducted in the unique environment of Bedouin schools in the Negev in the south of Israel. The aim of the research was to examine the contribution of the major components of the induction program which are the mentors and the induction workshop to newly recruited teachers in Bedouin schools. A comparison was made between the contribution of the above mentioned components to local teachers (Bedouin Arabs) and their contribution to non-local teachers, who are recruited from other Arab towns in the northern and central parts of Israel. Research participants comprised 175 first-year teachers who attended induction workshops in three colleges: Kaye College in Beer Sheva, Al-Qassymie College in Baka Al-Gharbya and Beit Berl College in Kfar Saba. The participants completed a questionnaire that was developed for purposes of the research. In addition to the questionnaire, interviews were conducted, and observations in induction workshops took place. Three measures of the program's contribution were used: emotional, professional and ecological-organizational. Findings reveal statistically significant differences between the local and the non-local teachers in these three measures. An analysis of the interaction between the components of the program and the new teachers shows the components' professional contribution to be much higher among the local teachers. However, there was no difference between locals and non-locals in emotional support. While the mentor plays a cardinal role in the induction program, the local teachers value his contribution much more highly than the non-locals. The induction workshop is essential for providing support in the three areas: emotional, professional, and ecological-organizational.