Developing intercultural competence in a training program for boundary-crossing Jewish and Palestinian pre-service teachers

Abstract

This study examines a program where Jewish and Palestinian pre-service teachers train together to teach in each other's communities. Data from the 2022–2023 academic year, including interviews, focus groups, and observations, were analyzed using a short-term longitudinal qualitative approach. The context of high-intensity conflict presented an ongoing hurdle to the development of openness and mutual acceptance, despite progress from initial knowledge gaps and apprehension. Structured encounters, training on controversial political issues, and diverse practical experiences enhanced intercultural competence to some degree. Despite political challenges, the program fostered understanding and trust, preparing teachers for cultural complexities, and promoting inclusive shared living.