ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1477125
Integrating Theory and Practice: The Role of the Classroom Academy Community in Training Bedouin Arab Women Teachers
Provisionally accepted
- Achva Academic College, Arugot, Israel
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This study examines the impact of the "Classroom Academy Community" model on the personal and professional lives of Arabic-speaking Bedouin Arab teachers specializing in Hebrew and Arabic. The study was conducted through semi-structured interviews with 40 female Arab-Bedouin students who were in their third year of studying for their bachelor's degree and preparing to become teachers in Israel. The findings suggest that the "Classroom Academy Community" model significantly contributes to the teaching process, promotes longer tenure at schools, and encourages engagement in school life. Additionally, the model supports the academic leaders and teachers-in-training by providing guidance and support in planning effective teaching units, creating lesson plans, and improving student interactions. As a result, the model enhances self-image, acquisition of new tools and skills, and optimal adjustment to the school environment.
Keywords: Classroom Academy Community, Arab-Bedouin female students, Academic leader, Teacher, teachers
Received: 08 Aug 2024; Accepted: 25 Sep 2025.
Copyright: © 2025 Abu-gweder. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Aref Abu-gweder, arefgweder@gmail.com
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