The Effect of the Teachers' Training Model "Academy- Class" on the Teacher Students' Professional Development from Students' Perspectives

Nabil Assadi, Tareq Murad


this study attempts to examine the effect of a new model in teacher education or training, Academy-Class, on teacher students' professional development according to their point of view. The research examines the influence of the new training model on the pre-service teachers' relations with their, training teachers, pedagogical instructors and the students of the school. The participants of the study were 32 third year students who study at Sakhnin College and do their training at nearby schools `for three days. The instrument of the study was a questionnaire and an interview. The validity and reliability of the study instrument was obtained. The findings of the study were: 1. The student teachers' level of knowledge, skills and qualifications of teaching and learning is higher after the program than before. 2. The teacher students experienced the training more effectively and efficiently after the program. 3. The student teachers are more convinced that they made more professional and correct choice of career after the program than before 4. The student teachers' attitude towards the pedagogical instructor, the training teacher, the school students and the contribution of the training by the program towards strengthening the relationship with the school and its students was higher after the program than before.


academy-class; teacher's education; training teacher; pedagogical instructor; PDS

Full Text:



Ariav, T. (2001). Teacher Education and Schools. A Different System of relation: Reactions and Opinions. A Discussion Paper No 6. Mofet Institute. TA. In Hebrew.

Brady, L. (2002). School University Partnerships: What Do the Schools Want? Australian Journal of Teacher Education, 27 (1), 1-8.

Clark, Richard W. (1990). What School Leaders Can Do to Help Education? Washington DC, American Association of Colleges for Teacher Education.

Cochran-Smith, M. (1990). Reinventing Students Teaching. Journal of Teacher Education, 42, (2), 104-119

Goodlad, J. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass.

Greany, T., & Brown, C. (2015). Partnerships between Teaching Schools and Universities: Research Report. UCL Institute of education.

Hill, A., Mellon, L., Goddard, J., & Laker, B. (2016). How to Turn Around a Failing School. Retrieved, September, 2016 From,

Holmes Group, (1986). Tomorrow Schools: Principles for the Design of Professional Developments Schools. East Lansing, MI: Author. SP 032 871

Hunzicker, J. Schifeling, J. Sattler, L. & Lathan, J. (2012). School-University Partnerships: A Model for Education Reform in Peoria. Retrieved, 2016, from:

Ingersoll, R., May, H., & Merill, L. (2014). what are the effects of teacher’s education and preparation on beginning teachers’ attrition. Research Report. Pennsylvania. Consortium for policy research in education.

Khalil, M., & Asadi, J. (2005). The Guide for Practicum in Teachers' Education. The College of Sakhnin for Teacher Education. In Arabic

Kenndy, M. (1990). Professional Schools. NCRTE Colloquy. 3 (2). SP032 752.

Kizel, A. (2010). School for professional development in Teacher Education. Retrieved, August, 2016 from,

Lieberman, A. (2000). ‘Networks as learning communities: Shaping the future of teacher education’. Journal of Teacher Education, 51 (3) 221-7.

Ministry of education, (2014). Academy-Class. Jerusalem. Ministry of Education.

Pasch, Suzanne H., Pugach, & Marleen C. (1990). Collaborative Planning for Urban Professional Development Schools. Contemporary Education, 61 (3), 135-143.

Ramsey, G. (2000). Quality Matters: Revitalizing Teaching: Critical Times, Critical Choices. Report of the Review of Teacher Education. Place: Publisher.

Zelberstein, M. (1995). Teaching as Practical and Reflective Work: Implications for Training Teachers. A Paper Submitted to the Chairman of the Standing Committee at the Pedagogical Secretariat. Jerusalem: Ministry of Education. In Hebrew.

Zimpher, N. L. (1990). Creating Professional development schools sites. Theory into Practice, 29 (1).42-49.



  • There are currently no refbacks.

Journal of Language Teaching and Research (JLTR, ISSN 1798-4769)
Copyright © 2015-2017 ACADEMY PUBLICATION — All Rights Reserved