| المستخلص: |
The purpose of this study is to describe the absorption and integration of Arab Bedouin students in teacher-training institutions in Israel, as well as an examination of their social and scholastic adaptations in these institutions. The present study was born following my personal exposure to the subject, during my work as a lecturer and researcher in the social-cultural adaptive difficulties and mental state of Arab Bedouin students in academia in general and in teacher-training institutions in particular. The sample included 200 participants from four teacher-training colleges in Israel. Of these, 134 (67%) live in a recognized locality and 66 (34%) live in an unrecognized village; With 144 (72%) single women and 54 (28%) married, with a range of ages 18-25. The research tools used are: Demographic information questionnaire, which aims to provide information on the personal background of each examinee, including demographic details such as age, sex, socioeconomic status, education, place of birth and residence; A questionnaire of difficulties and dilemmas that included 18 closed questions that were ranked on the Likert scale (1 = not at all; 5 = very much) employed to examine the absorption and integration of subjects and assessing the socio-cultural and scholastic climate; Aids and Services Questionnaire, which includes 11 items, used to examine the extent of the services and aids in which the subjects were assisted in teacher-training colleges. The findings of the study indicated the problems that most of the Arab Bedouin students affiliated to teacher-training institutions, specially the Jewish ones, encountered. These problems make it difficult for them to easily adapt both academically and socially. These problems often exist in the educational and socio-cultural fields. They also encounter financial difficulties that impede their adjustment process. One of the main findings focuses on the instruction language in teacher-training colleges, namely Hebrew, and therefore it was highlighted that the language difficulty had a great influence on the students in the first year, both in terms of scholastic achievement and social ties. These findings point to the importance of the absorption process for Arab Bedouin students in teacher-training institutions, which constitute a different environmental setting in light of their life experience, especially when they find themselves on the academic benches immediately after high school graduation.
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