Minority and Majority Teachers' Learning at the Workplace: The Case of Arab Novices in Israel

• In Event: 28.052 - Studying Teacher Learning: International Perspectives — Invited Session

Abstract

Aim and Context
Conducted in the context of the Israeli induction phase, this study focused on the first formal year of teaching (following the internship year). Taking a comparative look at Jewish and Arab novice teachers learning at the workplace, we trace social, environmental and contextual factors that influence their learning and socialization. The two sectors are assumed to differ on issues of face keeping, authority, critical reflection and employment pressures. However, teacher education, induction and learning at the workplace guidelines are uniform for both school sectors. Our findings question the compatibility of standardized induction policies with marginalized settings. We discuss the findings of the wider comparative study with a particular focus on findings obtained from in-depth interviews with Arab novices.


Theoretical Perspectives
Novices learn mainly at the workplace while socializing into teachers' communities with the school context (Beijard, Meijer and Verloop, 2004). Novice socialization is known to be affected by the quality of induction programs (Feiman-Nemser, 2003; Nasser-Abu Alhija & Fresko, 2010) and by factors such as local context and state policy environment (Achinstein, Ogawa and Speiglman, 2004). Within the Israeli setting, the study of teacher socialization underscores the positive impact of support in socializing novice teachers not only pedagogically but in adjusting to the school culture during the induction program (Nasser-Abu Alhija and Fresko, 2010).

Method
We employed a mixed methods approach (Creswell, 2014) to construct a comprehensive understanding of the potential effects of community cultures on new teachers learning at the workplace. Quantitative data was collected through an online learning questionnaire answered by 360 novices working at two different sectors (Arabic speakers/ Hebrew speakers) and all school levels. Qualitative data entailed 110 interviews with novice teachers, observation of their teaching, and interviews with office holders.

Findings and Implications
Findings from the quantitative database revealed effects of ethnic sectors on learning patterns, perceived support, and relations of learning patterns to the appropriation of professional knowledge. Arab-speaking novice teachers tended to rely less on colleagues but more on themselves for professional learning as compared to Hebrew-speaking counterparts. The qualitative data uncovers a more complicated picture of Arab-speaking novices learning. In the context of fierce competition for teaching jobs in the Arab sector, concern for “finding your place” had adverse and contrasting consequences, leading to a strong orientation towards community and authority and to introversion and individualism. To develop their teaching without exposing weakness that might impede their acceptance into school cultures, Arab-speaking novices learn to manage multiple strategies simultaneously, including search for professional guidance outside the immediate workplace collegial space, such as family members. The study demonstrates how socialization processes based on workplace resources can be disempowering for novices' learning in settings where authority and hierarchy are intensively experienced. Findings highlight the importance of considering the political and economic context, and cultural features of minority communities when designing induction policies. We suggest that teacher learning at the workplace be examined not only through workplace organizational structures but also in relation to the wider school-community structures and values.

Authors

• Hiam Nasseraldeen, University of Haifa

• Tsafrir Goldberg, University of Haifa

• Lily Orland-Barak, University of Haifa