Jami’a - Journal in Education and Social Sciences

JAMI’A: Journal in Educational and Social

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جــامـعــة: أبحاث في العلوم التّربويّة والاجتماعيّة

مجلة محكّمة تصدرها أكاديميّة القاسمي - باقة الغربية

المجلد 26 العدد 1 (2026)

JAMI’A: Journal in Educational and Social, Editorial Board

2026-09-15T08:23:31+00:00

JAMI’A: Journal in Educational and Social Sciences, a peer-reviewed journal

2026-09-15T08:29:27+00:00

المحتويات

authors of vol. 26-1

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مؤلفو مجلة جامعة - المجلد 26 العدد 1

Professional Sense of Coherence and the Construction of Hybrid Professional Identity among Palestinian-Jerusalemite Teachers of Hebrew

2026-09-15T08:36:38+00:00

This study examines how Palestinian-Jerusalemite teachers of Hebrew construct a professional sense of coherence. It explores how this coherence intersects with professional identity and pedagogical agency in East Jerusalem. The study applies Antonovsky’s salutogenic paradigm. The researchers adopted a qualitative interpretive approach. They analyzed semi-structured interviews with 19 teachers using grounded theory principles. The findings reveal a dynamic system where the three coherence dimensions mutually reinforce one another to shape a hybrid professional identity. Meaningfulness acts as a central catalyst, comprehensibility develops as the capacity to interpret educational policies, and manageability involves translating these understandings into practical actions. The study introduces cultural manageability as a contextual dimension. The findings highlight the need to revise Hebrew teacher preparation in Arab society. The authors propose a model combining coherence development, critical reflection, dialogic spaces, mentoring networks and alignment with CEFR principles.

Structured Use of AI-Based Virtual Tools as a Model for Cognitive Apprenticeship in Self-Directed Learning in Higher Education

2026-09-15T08:41:59+00:00

This study examines how structured use of AI virtual tools functions as a model of cognitive apprenticeship in self-directed higher education learning. These tools include pedagogical chatbots and scenario-based simulators. Instructors integrated these tools into academic courses as question-driven mediation mechanisms. They do not operate as answer-providing systems. They support students in leading their own learning processes. The study adopted a qualitative research approach. The researcher administered an anonymous open-ended questionnaire to 27 graduate students. These students enrolled in a master’s program fostering self-directed learning. The researcher analyzed data using framework-driven thematic analysis aligned with the cognitive apprenticeship model. Findings indicate the tools provide a supportive and accessible learning experience. The tools help focus and refine academic outputs. They prompt pauses, reconsideration and informed decision-making. Students use the tools as temporary support during difficult points. The tools strengthen self-articulation and post-action reflection. Students also reported experiences of cognitive load and confusion. This reflects the inherent complexity of self-directed learning mediated by AI tools. The findings demonstrate patterns of cognitive and academic independence among participants. The study offers an empirical conceptualization for integrating chatbots and simulators as components of cognitive apprenticeship rather than generic support technologies.

Between Pedagogy and the Ethics of Care: The Role of Induction Facilitators in Accompanying Arab Teachers in Jewish Schools in Times of Crisis

2026-09-15T08:45:09+00:00

This article examines the ethical dimensions of internship workshop facilitators accompanying Arab teachers integrating into Jewish schools during the Israel-Gaza war. The study relies on in-depth interviews with eight Jewish and Arab mentors. It also analyzes the reflective diaries of the interns. The research reveals how mentors implement the practice of an ethics of concern, professional activism and radical concern. The findings highlight three main themes. First, mentors foster moral courage and intercultural competence. This helps interns transform from content experts into cultural mediators who use their identity as a pedagogical resource. Second, the workshop serves as a third space and a safety net. It enables the removal of representation masks, legitimizes the mother tongue and processes political vulnerability and trauma. Third, mentors transform routine accompaniment into active advocacy. They challenge power relations and promote solidarity and humanization. The article argues that professional accompaniment in times of crisis becomes an educational act of building resilience, moral courage and intercultural competence. The study emphasizes the need to recognize mentors as key figures in shaping teachers with moral courage in divided societies. It calls for tailored training combining political and cultural sensitivity as part of professional ethics in teacher training.

Evaluation of the Academy Class Program in Bedouin schools in the Negev Desert: Perspectives from student teachers, supervising teachers and principals

2026-09-15T09:29:35+00:00

Israel introduced the Academy Class Program in 2016 to increase the clinical experience of student teachers during training. The program aimed to reduce the ratio of student teachers to supervisor teachers to two to one in the teaching practicum. Bedouin schools in the Negev Desert use this program widely. This study evaluated the program from the perspectives of Bedouin principals, 34 supervising teachers and 60 student teachers. The student teachers completed practicums in elementary sciences and kindergarten. Researchers used questionnaires and interviews. They made quantitative and qualitative comparisons between four established schools and four new schools. They also compared elementary science and kindergarten practicums. All interviewees considered the program beneficial and recommended its use in all teaching practicums. Supervising teachers from established settlements and the science stream reported higher satisfaction and perceived greater benefits than those from new settlements and kindergartens. Student teachers from new settlements expressed more satisfaction with the program than those from established settlements. Student teachers from established schools and the science stream perceived the program to be more beneficial than student teachers from new schools and the kindergarten stream.