Search results for: Gindi Shahar

Moore (2012) has shown that many teachers hesitate to discuss controversial topics, and several studies have shown that such discussions are seldom held. Bekerman (2016) pointed to teachers' status within the sociopolitical context, e.g., Israeli teachers' lack of agency within the context of the nation-state. The difficulty teachers face around controversial topics is an important issue for teacher training worldwide and particularly in Israel. In this study, we explored high school teachers’ attitudes about conducting class discussions on the relationship between Jews and Arabs in Israel. This study may afford an opportunity to examine the factors that are associated with teachers' willingness to engage in such discussions in the Israeli context and to draw general conclusions regarding teacher training and practices.