The institutions of teacher education in the Arab educational system in Israel tend to adopt the teacher educational programs of the Jewish institutions without taking into consideration that these programs are not in alignment with the reality of the Arab educational system and the larger Arab society. Hence, the challenge is in creating and realizing teacher trainer educational programs that correspond with the socio-cultural context of the Arab teachers and, at the same time, prepare them to promote social change. Reflective educational technology offers the power to change attitudes of teacher trainers towards universal values while retaining the possibility of creation and realization of the teacher trainer educational program, rooted in the unique culture of the Arab minority in Israel. The purpose of the technology is to reduce the gap between the declared attitudes of the teacher trainers and their actual attitudes towards universal values. The technology is based on the theory of cognitive dissonance, event analysis, and the reflective method. The technology tools used for evaluating the attitudes of the teacher trainers involve an attitude questionnaire, a teacher trainer portfolio, and a lab exercise. The technology is adapted to the social and cultural reality of the developing society. The results of the qualitative and quantitative analysis of using this technology show a reduction in the discrepancy between the declared attitudes of the teacher trainers and their actual attitudes towards universal values.
|Keywords:||Reflective Education, Universal Values, Teacher Attitudes|
President, Al-Qasemi Academic College of Education, Baqa El- Gharbieh, Israel, Israel
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