Abstract
ABSTRACT In recent years, there has been an increased interest in multiculturalism in teacher training around the world. This qualitative study examined Arab Bedouin preservice teachers’ (PSTs) experience teaching in a Jewish school in times of political and social tension in Israel. Data from 30 PSTs were collected through semistructured interviews, reflective diaries, and questionnaires. Analysis of the findings reveals a complex multidimensional picture of professional, personal, and cultural challenges and opportunities that the PSTs faced. The findings show the experience of teaching in a multicultural environment within the framework of the teacher training programme in optimistic light.
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