תחושת קוהרנטיות מקצועית ועיצוב זהות היברידית בקרב מורים פלסטינים-ירושלמים להוראת עברית

Abstract

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.