Integrating theory and practice: the role of the Classroom Academy Community in training Bedouin Arab women teachers

Introduction 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. Methods 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. Results 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. Discussion As a result, the model enhances self-image, acquisition of new tools and skills, and optimal adjustment to the school environment. (The model is presented as a beneficial framework for professional development and retention).