ABSTRACT
This chapter describes an examination of the higher-order cognition skills of Arab students at a teacher-training college in the Galilee area in Israel. It discusses that instructors who make systematic use of cognitive terms will be more successful in training the teachers of tomorrow, as they will train them to offer cognitive instruction as well as teaching the subject matter. In this context, professional development is a personal development combined with social, cultural and social exchange between the student and the environment, during learning. The chapter uses a combined quantitative-qualitative approach that makes it possible to conduct a numerical analysis of the level of higher-order cognition skills exhibited by the study's participants, using a research tool that has been upgraded and validated by the researchers. It examines the effect that the tailored syllabuses in various knowledge fields on the higher-order cognition skills of students in the Excellence track of a teacher-training college, the posing of questions, decision-making and creative thinking.
