בין פדגוגיה לאתיקה של דאגה: תפקידן של מנחות סדנאות הסטאז' בליווי מורות ערביות בבתי־ספר יהודיים בעת משבר

Abstract

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.