התנסות מעשית המבוססת על הדגם אקדמיה-כיתה לעומת התנסות המבוססת על הדגם המסורתי, לפי הערכותיהם של סטודנטים יהודים וסטודנטים ערבים

The study compares the practicum model, as assessed by Jewish and Arab preservice teachers (PST), focusing on two questions: What are the differences between the academy-class model and the traditional model, as assessed by Jewish PSTs and Arab PSTs? What are the differences between Jewish PSTs and Arab PSTs in their assessments of the academy-class and traditional practicum models? The study included 203 PSTs, of whom 107 responded to a traditional model questionnaire and 96 PSTs responded to an academy-class model questionnaire. The questionnaires included closed and attitudes and evaluations of pre-defined ׳ open-ended questions, examining the PSTs parameters: knowledge, benefit, and importance of participant discretion. The openended questions addressed experiences and insights about each practice. MANOVA 2X2 (practical model X society) analyses indicated significant differences between (a) the academy-class and traditional practicum models in acquired knowledge as perceived by PSTs, while benefits from the pedagogy in the academy-class practicum model was lower than in the traditional model; (b) Jewish assessments – the knowledge acquired by Jewish PSTs was lower ׳ and Arab PSTs than that acquired by Arab PSTs, while the benefits of Jewish PSTs were higher than those of the Arab PSTs; and (c) a significant interaction between practicum model X society regarding benefit and consideration during the practicum. The qualitative part of the study revealed factors that PSTs indicated as opportunities and challenges.