Jewish and Arab Teacher Trainees' Orientations Toward Teaching-Learning Processes

The present study aimed to examine Jewish, Arab (Christian and Muslims), and Druze teacher trainees' orientations toward teaching-learning processes in relation to their cultural background. The parameter used for characterizing culture comprised the continuum of individualism-collectivism. As a generalization, Jews were located at the individualistic end of the continuum, Muslim Arabs at its collectivistic end, and Christian Arabs and Druze in between them. Data were collected via a questionnaire. Teacher trainees' responses revealed differences in orientation toward teaching-learning processes in accordance with culture, mainly contributed by the Jewish and Muslim students.