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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Saleem Abu Jaber, Zvi Liraz
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DOI:10.17265/2161-623X/2024.04.002
Achva Academic College, Israel
One of the challenges of training teachers in the Academia Class Program in general, and in Bedouin society in particular, is to bridge the gap of identity among students and mentors. A gap exists between an academic field, which conveys knowledge, measures and evaluates, and a working arena, guiding and educating through social experience, knowledge development, and human growth. It is a gap between academic theory conveyed from above and personal grassroots knowhow which arises from field experience. This study explores attributes generating intrinsic learning, such as identity, inquisitiveness, and reflection. In the third year of training at the preschool academia program students are nearly full-fledged preschool teachers. This study followed the personal development and knowledge growth of students who studied reflectively actions bottom-up and top-down, gained feedback and modification, and repeated action, to achieve self-enhancement of professionalism as future preschool teachers.
PDS (professional development schools), kindergarten, active learning, reflection, psychological safety, inquisitiveness
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