The Thinking Language of Elementary School Teachers in the Arab Education System in Israel: Implications for Teacher Education

Abstract

This pioneering study constitutes initial research on the topic of the thinking language of elementary school teachers in the Arab education system in Israel. The language of thinking can contribute significantly to every child and every classroom. However, written and spoken texts in the classroom at all levels use very few words referring to thinking. The current study attempts to bring the topic of thinking onto the agenda of the education system in general and the Arab education system in particular. This education system functions in a society characterized as developing and marked by a traditional culture. Thus, teaching in the Arab education system in Israel is still primarily a verbal activity. The objective of the study was to examine the language of thinking among teachers in the Arab elementary schools. It uses qualitative methodology through analysis of quantitative measures. The research tool involved the structured recording of the protocols of 38 lessons. The results of the study show that the thinking language of teachers in Arab elementary schools is sparse, ambiguous and inaccurate. Among the study’s recommendations are to offer teachers continuing education courses on this topic, to train teachers at teacher training colleges in the language of thinking, and to allot special courses for teacher trainees. Such training programs should provide teacher trainees with experiential learning experiences to understand and develop their thinking, enabling them to use the language of thinking with their pupils.