Colleges In Israel Research Articles

Reference universe and competition in higher education: Israeli higher education organizations constituting excellence

ABSTRACT Seeing that the culture and governance of competition determines relations among social actors, we turn to the concept of referentiality to investigate the institutional order of competition in higher education. Defining referentiality as the description of a model standard for comparison, this study explores how higher education organizations (HEOs), specifically universities and colleges in Israel, conceive of their positions in a landscape of multiple competitions. Through text analysis of 33 excellence statements made by Israeli HEOs since 2020, the study identifies components of referentiality, namely the substantive dimension of excellence (such as research, innovation, teaching, or sports), the basis for referencing (ranking scales and agencies), and the referent (global or local models). Findings reveal that the multiplicity of components for comparability, as well as the multiple categories of HEOs, create a complex array of referentiality and competition and outline the reference universe of Israeli HEOs. Our study underscores the performative and agentic nature of referentiality in shaping organizational identity and status in the expansive and highly competitive global academic field.

Coping with uncertainty in a sociocultural context: the case of Arab preservice teachers in a teacher-education college in Israel

ABSTRACT The present study examined how Arab students, as a minority group in a teacher-education college in Israel, coped with uncertainty during the COVID-19 pandemic. The insights gained can inform how educators support Arab students during other challenging times, such as periods of political instability. The study aimed to enhance understanding of participants’ experiences, increase sensitivity to diversity, and improve the inclusion of Arab students in the college. A qualitative interpretive phenomenological methodology analyzed students’ written reflective tasks as part of an Arabic-speaking course. Two main themes emerged: a) Arab students’ perceptions and experiences during the COVID-19 crisis and b) their strategies for coping with challenges. The findings showed that students were able to express feelings in writing, contradicting previous research indicating difficulty expressing personal emotions among Arab populations. The findings may encourage reviewing practices to promote the inclusion of various sociocultural groups in teacher education.

Online Learning in Higher Education – Learners' Perceptions, Interaction, Flexibility and Challenges

The current study explores preservice teachers' engagement in online learning. A total of 653 students from two Arab teacher-training colleges in Israel answered an attitude questionnaire focusing on four significant aspects of online learning: participants’ perceptions; interactions with online learning; learning flexibility; and challenges of online learning. Inferential statistics methods were employed, mainly MANOVA analysis and the Structural Equation Modelling approach model (SEM). Results indicate the participants' readiness to learn online, showing positive perceptions towards online learning and highlighting the method's flexibility, even though several challenges are still impeding the learning process. The study also shows that the participants’ perceptions, the method's flexibility and learning challenges, in addition to the learners' demographic variables, could affect the learners' interaction with online learning. The study results could help in understanding the associations between the perceptions of and experiences with online learning, specifically students' online interaction. Future research could examine other aspects relating to students’ interaction with online learning and the relationship of online learning with the learners' properties and the method's characteristics.

Quality education through teacher-student relationships: implementing social-emotional learning in teacher development

PurposeRecently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote social-emotional elements in education systems. The purpose of this study was to explore the implementation of SEL content and practices in the curricula of teacher-education courses while being mindful of the principles underlying teacher–student relationships.Design/methodology/approachUsing a qualitative methodology, data were collected from 55 students enrolled in three courses taught at a college in Israel. The participants wrote reflections on their SEL experiences, which were analyzed using thematic analysis.FindingsThe students’ responses revealed various practices and themes that significantly affected their personal and professional development, among them, the relationships in the classroom, both among the preservice students themselves and between them and the teaching staff. The participants also noted that the SEL components of the course influenced the quality of learning and the development of a professional identity that is actively attuned to elements of SEL.Research limitations/implicationsBy introducing SEL early in the preservice stage, preservice teachers learn to create safe and supportive environments for their future students, thus improving students’ academic achievements, behavior and well-being.Originality/valueThe study underscores the importance of embedding SEL in the teacher-education curricula and its influence on both preservice teachers’ learning experience and the formulation of their image as future teachers while highlighting the significant role of teacher–student relationships in promoting healthy personal and professional development.

"The things I see from here, you don’t see from there": Promoting multicultural awareness in a diverse society by intercultural encounters in two museum spaces

Encounters with artworks in museum spaces are interactive processes that interweave physical, personal, and sociocultural contexts. This qualitative case study addresses an additional context – a multicultural one – in examining the impact of two contemporary art museum spaces associated with different cultures on the emerging awareness of multiculturalism in intercultural encounters. The study examines a “Multicultural Museum Dialogue” course attended by Palestinian-Arab and Jewish-Israeli undergraduate students of art and art education in college in Israel. Trained in co-teaching bilingual instruction, the college students led Palestinian-Arab and Isreli-Jewish high school youth in artwork encounters at the Herzliya Museum of Contemporary Art (Jewish-Israeli majority culture) and the Umm al-Fahm Art Gallery (Palestinian-Arab minority culture). Analysis of twelve semi-structured interviews with students of both groups indicated that both characterized the museum space as fertile ground for intercultural encounters and diverse interpretive discourse that raised multicultural awareness as well as a universal human perspective. This effect was most powerful at the Umm al-Fahm Art Gallery, visited second. Nevertheless, additional training appears needed to further expand students’ multicultural awareness. Following Banks' (2009) and Chin’s (2013) five dimensions of multicultural education and art education, this research suggests a sixth – learning in diverse cultural spaces. To enhance cultural awareness, we recommend developing multicultural educational curricula that include joint active learning in cross-cultural spaces (e.g., art museums), focusing on physical egalitarian encounters and interpersonal and intergroup dynamics that consider power relations.

Psychotic experiences in university students: prevalence, correlates and association with non-specific psychological distress

Introduction Subclinical psychotic experiences (PEs) are far more prevalent than psychotic disorders, with an estimated prevalence of 7.2% (Linscott & Van Os. Psychol Med 2013;43(6) 1133-1149). PEs are particularly prevalent in late adolescence and young adulthood, when obtaining academic education is one of the main developmental tasks. University students are at the peak age of onset of mental disorders, and often experience high levels of social and academic stress that may contribute to the onset of psychopathology. Hence, estimating the prevalence and correlates of PEs among university students is particularly important.ObjectivesTo estimate the prevalence of PEs in a sample of Israeli students; assess whether rates of PEs differ by selected sociodemographic characteristics; and examine the association between PEs and non-specific psychological distress.Methods150 students from universities and colleges in Israel participated in a cross-sectional online survey. All students were over the age of 18 and were not diagnosed with psychotic disorders. Participants completed self-report questionnaires, including the Prodromal Questionnaire - Brief Version (PQ-B), Kessler Psychological Distress Scale (K10) and sociodemographic details. The PQ-B yields a score for the total number of items endorsed (range 0–21), and a total distress score (range 0–105). A cutoff of ≥8 distressing symptoms was used to identify participants at high-risk for psychosis.Results 21 participants (14.0%) reported 8 or more distressing PEs. PEs were more common in males and among those with a psychiatric illness (Table 1). PEs were not associated with marital status, religiosity, or immigrant status. While a greater number of PEs was positively associated with non-specific psychological distress (r=0.589, p<.001), there was no association between distress caused by PEs and non-specific psychological distress (r=0.145, NS). Table 1.Sociodemographic characteristics by groupPEs-PEs+X2, pSexM29.5%52.4%4.32, .038F70.5%47.6%Marital StatusMarried17.1%23.8%0.56, NSUnmarried82.9%76.2%ImmigrantNo89.9%85.7%0.34, NSYes10.1%14.3%ReligiositySecular74.4%57.1%2.67, NSOther25.6%42.9% PsychiatricillnessNo87.6%61.9%8.87, .003Yes12.4%38.1%ConclusionsThe findings confirm that self-reported PEs are much more prevalent than clinically diagnosed psychotic disorders, particularly among young adults. As PEs were found to be associated with non-specific psychological distress, and as they are known forerunners for severe mental disorders, it is important to address mental health issues in school settings and promote prevention and early intervention programs.Disclosure of InterestNone Declared

The educator’s role in democratic and multicultural societies: student perceptions at a teacher training college in Israel

PurposeEducators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.Design/methodology/approachThis study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.FindingsThe investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.Social implicationsThis study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.Originality/valueThis research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.

Mathematics for a Better World: Promoting Social Values in Mathematics Education

Social values are integral part of the norms that are emphasized into the educational systems, and their integration in the school curricula is essential for nurturing responsible citizens. The current paper discusses the outcomes of learning social values within mathematical content and problem solving. The research was conducted in an academic course that social values was one of its topics. The participants were 18 pre-service mathematics teachers who study in an Arab college in Israel. They underwent a training process in studying social values within mathematical content and subsequently applied it in schools. Employing qualitative methods, the research examined how to integrate social values in mathematics class, and how the pre-service mathematics teachers evaluate the importance of the subject. The findings indicated a notable improvement in the pre-service teachers' interest in the subject even it was a challenging experience. They realized that integrating social values into mathematical content is possible and applicable to various mathematics subjects. The findings may contribute to highlight the importance of integrating social values into mathematical content both at schools and at the academic education institutions.

Collaborating with industry to highlight the relevance of mathematics

ABSTRACT This study examines whether experiences at industrial facilities help pre-service maths teachers to design authentic mathematical-modelling activities intended for their classroom teaching in high school and how they view the benefits of integrating research and development issues into their instruction. 36 pre-service maths teachers at college in Israel participated the study. The results revealed that the pre-service maths teachers successfully designed authentic activities based on project-based learning that took into account the two cycles of mathematical modelling. The pre-service maths teachers reported that the implementation of the designed activities developed with researchers could serve as a way for them to present their students with a real-life problem that shows them the relevance of mathematics, promotes positive attitudes towards maths, and exposes the students to potential future jobs in the industries. The current study emphasised the use of mathematical modelling as a pathway that links industry and engineering with mathematics education.

Patient-centeredness—a cultural targeted survey among junior medical managers

BackgroundPatient-centeredness is a core element in healthcare. However, there is a gap between the understanding of this term by healthcare professionals, and patients’ capability, self-efficacy, and willingness to take part in medical decisions. We aim to expose standpoints toward “patient centeredness” among junior medical managers (JMM), as they bridge between policy strategies and patients. We try to reveal cultural differences by comparing the views of the majority and the minority subpopulations of Israel (Arabic and Hebrew speakers).MethodsA cross-sectional survey among JMM studying for an advanced degree in health-system management at three academic training colleges in Israel was conducted in February–March 2022. The respondents completed a structured questionnaire comprising four sections: a) perceptions of trust, accountability, insurance coverage, and economic status; b) perceptions regarding decision-making mechanisms; c) preferences toward achieving equity, and d) demographic details.ResultsA total of 192 respondents were included in the study—50% Hebrew speakers and 50% Arabic speakers. No differences were found between Arabic and Hebrew speakers regarding perception of trust, accountability, insurance coverage, and economic status. JMM from both subpopulations believed that patients’ gender and age do not influence physicians’ attitudes but Arabic-speaking respondents perceived that healthcare professionals prefer educated patients or those with supportive families. All respondents believed that patients would like to be more involved in medical decisions; yet Arabic-speakers perceived patients as tending to rely on physicians’ recommendations while Hebrew speakers believed that patients wish to lead the medical decision by themselves.ConclusionsPatient-centeredness strategy needs to be implemented bottom-up as well as top-down, in a transparent nationwide manner. JMM are key actors in carrying out this strategy because they realize policy guidelines in the context of social disparities, enabling them to achieve a friendly personalized dialogue with their patients. We believe that empowering these JMM may create a ripple effect, yielding a bottom-up perception of equity and initiating change.

Perceived academic success of students during the third wave of COVID‐19

AbstractThis study examined the role of resource loss and gain in perceived academic success of higher education students during the COVID‐19 pandemic. A self‐administered questionnaire was distributed online to 10,830 students from six universities and four colleges in Israel between April 26 and July 5, 2021. We conducted descriptive analyses, correlations, and hierarchical regression to analyse the data. Consistent with the conservation of resources (COR) theory, the findings showed that loss of economic and personal resources correlated negatively with perceived academic success. But the findings were not consistent within the interpersonal domain: although loss of trust in the university correlated negatively with perceived academic success, both loss of trust in government and loss of close relationships correlated positively with perceived academic success. Additionally, gain in personal and interpersonal (perceived social support) resources were found to correlate positively with perceived academic success. The results suggest to address the needs of students in the areas of economic constraints, trust in the university, and personal resources. New programs that can help students mitigate their resource losses and enhance their positive resources should be implemented to enhance the perceived academic success and well‐being of higher education students.

Nursing students’ experiences of unprofessional behaviours and associations with guideline compliance: A multicenter survey

AimsTo assess the reported prevalence of unprofessional behaviours, including incivility and bullying, experienced by nursing students during their clinical practice. To assess the prevalence of students’ abilities to speak up about unprofessional behaviours encountered and infection control concerns; their compliance with standard precautions and COVID-19 guidelines; and their perceived responsibility for infection prevention. Lastly, to describe the potential impact of unprofessional behaviour on compliance with these guidelines. BackgroundUnprofessional behaviours in healthcare settings are associated with a wide range of individual and organisational negative outcomes for nurses and nursing students, which may affect patient safety. The COVID-19 pandemic created new challenges for clinical education and for infection control. DesignA descriptive cross-sectional design. MethodsA multi-centre survey was carried out in six academic universities and colleges in Israel. The research study involved 369 undergraduate nursing students during 2022. Their clinical experiences were assessed using an online questionnaire. The STROBE guideline was used for accurate reporting. Results301 (81.6%) students reported experience of unprofessional behaviour while undertaking clinical practice. Students with reported skills to speak up about unprofessional behaviour were less likely to report having experienced these behaviours (p = 0.003). Students who did not experience unprofessional behaviours were more likely to report higher compliance with standard and COVID-19 precaution guidelines (OR 3.624, 95% CI 1.790–7.335, p < 0.001). These students also had a higher perception of personal responsibility toward patient safety (OR 1.757, 95% CI 1.215–2.541, p = 0.003). ConclusionsNursing students experiencing unprofessional behaviours in the clinical setting reported lower compliance with standard and COVID-19 precautions. In addition, cultivating personal responsibility towards patients’ safety may have a positive impact on guidelines compliance. Nursing educators and leaders should develop strategies to enable students to better cope with unprofessional behaviours. Closer cooperation between all stakeholders may promote civility among nurses and nursing students in the clinical setting.

‘Arabic creates an atmosphere of safety because it is our mother tongue:’ inclusive training for Arab students at a teacher training college in Israel

ABSTRACT This article describes the learning experiences of Arab preservice high-school teachers on a teacher education programme tailored to their needs at a teacher-training college in Israel. The aim of the study was to gain a deep understanding of Arab students’ learning experiences on courses taught in Arabic and focused on the Arab education system. A qualitative data analysis revealed one main theme: Use of the native language, Arabic, promotes learning. This theme was divided into seven sub-themes. The findings indicate a significant contribution of courses taught in Arabic to the students’ positive emotional learning experience, promoting a sense of confidence, intimacy, and sharing in a sociocultural context. To this end, the issues are examined in depth and conceptualised in theoretical and practical terms. The results of the analysis are expected to assist Arab preservice teachers’ professional and personal development and to facilitate inclusion of minority groups in higher education in Israel and worldwide.

Bodies in‐between: Religious women's‐only spaces and the construction of liminal identities

AbstractThis paper examines the creation of women‐only organizational spaces as a diversity practice and assesses their potential to facilitate the workforce inclusion of religious women from gender‐conservative groups. Based on longitudinal fieldwork in two ultra‐Orthodox‐Jewish women‐only colleges in Israel and interviews with students and staff, we demonstrate how this practice constitutes three types of liminality—spatial, social, and epistemic—that enable ultra‐Orthodox women to move unimpeded between a familiar, religious environment and a secular one. In this protected and carefully curated environment, they feel safe and are able to develop new identities relevant to the secular labor market while maintaining or even enhancing their traditional, religious sense of self. The liminal space of the college reinforces their sense of belonging to a space of their own and serves as a bridge that helps them cope with the secular world.

Fortune Teller and Midwife: A Reflective View on Pedagogical-Artistic Management in a Reality of Multiple Crises

The academic year of 2020-2021 was characterized by multiple crises, which affected the pedagogical-artistic management of the Department of Dance at the Kibbutzim College of Education, Technology and the Arts – one of the leading colleges in Israel for training teachers of dance. These crises occurred on three levels: the global, the national, and the local. On a global level, the Covid-19 outbreak brought about limitations imposed upon the public, from which emerged extreme social tensions, coupled with a political chasm that led to four election cycles, and finally a controversial military operation on the national level. On a local level, additional challenges included the department's shift to a new location in the city center, integration into a new "Faculty" organizational framework, a six-week lecturers' strike, and the replacement of two of the five administrative-staff members. These extreme conditions increased the number of secondary roles as an integral part of the Head of the Department's function described as fortune-teller, ombudswoman, clerk, real-estate agent, stunt artist, and midwife. The article focuses on presenting each of these roles and the transition from VUCA 1 (Volatility, Uncertainty, Complexity/Chaos, Ambiguity) to VUCA 2 (Vision, Understanding, Courage, Adaptability).

The Use of Digital Games by Teacher Educators in Colleges of Education

Aim/Purpose: The current research examined the use of digital games in the fully online learning context imposed by lockdowns in response to the COVID-19 pandemic. In particular, we sought to understand the contribution that digital games made to teacher educators and how they used digital games in their remotely delivered courses. Background: Teacher educators experienced in using digital games in their teaching were interviewed regarding the contribution digital games made to their pedagogy when they were teaching remotely during COVID-19. Methodology: This qualitative study included 34 participants who taught four-year-degree programs in 13 teacher education colleges in Israel. Contribution: This study sheds light on a sparsely researched area by examining the contribution of digital games to teacher educators' pedagogy. The study also suggests practical implications for implementing digital games for teacher educators. Findings: Many participants used digital games. Some used them extensively as an integral component of the curriculum while others used them to break up the lesson and thereby retain their students’ interest and attention. However, a small number reduced their use of digital games citing work overload. Recommendations for Practitioners: This study suggests that education systems may be able to obtain post-pandemic-related gains to further advance the use of digital games as a pedagogic strategy in teacher education in the future. Recommendation for Researchers: An additional study using a more representative sample of teacher educators would be very valuable to gauge the roll-on effects of the sudden shift to remote online learning on the use of digital games following the return to face-to-face teaching and learning. Impact on Society: The findings have implications for how the use of digital games should be addressed in teacher education at teacher colleges. Future Research: Future research can address possible contributions or challenges that teacher educators face when using digital games, for example, in a hybrid learning environment to enhance engagement and promote active learning.

Factors of Pre-service English as Foreign Language (EFL) Teachers’ Choices to Pursue a Teaching Career

Teacher shortage is severe around the world and this dearth is also strongly felt in core subjects in Israel, specifically in English and Mathematics. As a result, efforts should be made to guarantee that the majority of pre-service teachers choose to pursue a teaching career upon graduating from their teacher education program. This study investigates the main motives of pre-service EFL teachers to enroll in teacher education and their perceptions about the importance of a set of internal and external factors, namely, self-efficacy, availability of a support system and satisfaction from their teacher education program regarding their decision to pursue a teaching career. In this qualitative study, 24 pre-service EFL teachers in a teacher education college in Israel were interviewed in semi-structured interviews. The results yielded evidence for perceived teaching ability being the most substantial initial motive for choosing a teaching career, and for the significance of the specifically explored internal and external factors in the decision of pre-service EFL teachers to pursue a teaching career. The results and their implications on teacher education are discussed.

Does creative thinking contribute to the academic integrity of education students?

The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of Creative Thinking. The sample included 976 students studying in four academic colleges in Israel, of which two are teacher training colleges and two colleges awarding a degree in education. The findings show that most of the students (71%) reported they had cheated at some point during their academic studies, and only one-fifth (21%) thought that they would condemn their peers’ lack of integrity. Creative thinking students and emotionally stable persons tend to be more ethical. Hence, we conclude that it is recommended to deliver creative thinking courses in the teacher’s educational training programs to improve creative thinking levels, reduce academic dishonesty, and create more effective curricula.

Bodies at Home? Religious Women Spaces and the Emergence of Intersectional Liminal Identities

The paper examines the inequality regime of ultra-orthodox colleges in Israel and the ways female students interpret and experience the gender segregation within the colleges and develop their identities around it. We demonstrate how the gender segregation constitutes three types of liminality – spatial, social and epistemic – that allow ultra-orthodox women to move continuously between a familiar, religious environment to a secular foreign one. In this protected environment, they feel protected and are able to develop new identities relevant to the secular labor market while maintaining or even enhancing the traditional, religious one. The liminal space of the college reinforces their sense of entitlement for a professional place of their own and serves as a bridge that helps them to cope with the secular world.

Same route, different destinations: a cluster analysis of student-teacher types among Palestinian student-teachers living in Israel

ABSTRACT The main purpose of the present study was to examine the typology of Palestinian student-teachers living in Israel according to four variables: (a) the type of motivation, (b) perceived suitability, (c) career choice satisfaction and (d) student-teacher commitment. Data were collected from 113 first-year Palestinian Arab students studying at teacher training colleges in Israel. questionnaires and interviews served as methods to collect data. cluster analysis was performed in order to distinguish between different types of student teachers. Results indicated that there were four different types of student-teachers: the ‘prophets’, the ‘convinced’, the ‘realist’ and the ‘sufferers’.