Arab Preservice Teachers’ Practicum in Jewish Schools: Socialization and Professionalization

This qualitative study examines the intercultural effects of completing practicum placements in Jewish schools for minority Arab preservice teachers. Over one academic year, 13 second-year students specializing in English at an Arab teachertraining college—supervised by a Jewish pedagogical counselor—participated in semi-structured interviews and submitted reflective writings. Guided by questions about acceptance and belonging, the roles of mentors and school staff, cultural and linguistic gains, self-efficacy, and attitude change, the analysis indicated heightened awareness of the opportunities afforded by the placement, improved Hebrew proficiency and cultural knowledge, a strengthened pedagogical repertoire, and reduced preconceptions consistent with contact theory. Notwithstanding these gains, participants also reported challenges, including initial expectations of nonacceptance at host schools and concerns about potential discriminatory behaviors. Overall, multicultural practicum contexts cultivated both skills and professional identity while opening pathways to integration and social mobility within majority– minority education systems. The findings contribute to the literature on crossboundary practicum and offer actionable insights for multicultural teacher-education programs worldwide.