Moral courage from the perspective of Arab teachers in Jewish schools

Baratz, Lea

doi:10.1080/14675986.2015.1128722

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…In the study we sought to understand her state of mind, mainly in light of the scarcity of Arab teachers working in Jewish schools, even if it is the intention of the Ministry of Education to increase this phenomenon in the coming years (Huri, 2012). This teacher's act still indicates the existence of narrow margins that can shed light on what other teachers might encounter in the future as they enter the system (Baratz, 2016).…”

Section: Discussionmentioning

confidence: 96%

The Sense of Self-efficacy - An Arab Teacher in a Jewish School

Baratz¹,

Kass²

2016

AES

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This study seeks to present through a case study a new phenomenon that is still limited in scope, but is taking shape within the Israeli education system. It is that of Muslim Arab women who choose to teach in Israeli Jewish schools. The article presents the case study of such a teacher. The purpose of the article is to analyze the subject’s perceptions, beliefs and feelings in the context of her place within the Israeli education system and the understanding of the mechanisms she employs to reinforce her sense of self-efficacy in coping with the identity conflict deriving from being an Arab teacher in a Jewish high school. The study is interpretative in nature and examines how the Muslim Arab teacher perceives her integration while relating to the experiences with various bodies (administration, colleagues, students and parents). The study is based on an open in-depth interview with the teacher. Findings indicated how tools relating to her personal sense of self-efficacy help her bridge the gap between her professional and personal identities.

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Section: Discussionmentioning

confidence: 96%

The Sense of Self-efficacy - An Arab Teacher in a Jewish School

Baratz¹,

Kass²

2016

AES

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“…Asimismo, se identificaron escalas que miden el valor moral de manera general (Bronstein et al, 2007;May et al, 2013) y escalas que lo miden en un dominio específico, por ejemplo, en el ámbito militar, empresarial o de la salud (Hannah et al, 2011;Hannah et al, 2013;Khelil et al, 2018;Martínez et al, 2016;Numminen et al, 2018). En cuanto a las técnicas de medición, algunos autores evaluaron el valor moral mediante escalas tipo Likert (May et al, 2013;Sonnentag & Barnett, 2016), otros a través de entrevistas cualitativas (Baratz, 2016;Klaassen, 2010;Rakhshan et al, 2021) y otro mediante casos hipotéticos (Halmburger et al, 2015).…”

Section: Fundamentación Teóricaunclassified

“…En lo referente a la muestra del estudio, el valor moral ha sido estudiado con mayor frecuencia en población general (Baratz, 2016;Khelil et al, 2018) y en adolescentes (Bronstein et al, 2007;Patrick et al, 2019;Sonnentag & Barnett, 2016); sin embargo, se identificaron únicamente dos estudios en estudiantes universitarios (Halmburger et al, 2015;Pury & Kowalski, 2007).…”

Section: Fundamentación Teóricaunclassified