Exploring Hebrew Teachers’ Professional Identity in Jewish Day Schools in North America
Abstract
This study examines how Hebrew teachers in North American Jewish day schools perceive their professional identity. Using narrative inquiry and interviews with eight teachers, the research reveals that their identities are complex, fluid, and shaped by both ethnic and pedagogical dimensions. These identities are influenced by personal and professional experiences, as well as temporal and contextual factors. The findings highlight that teaching Hebrew in the Diaspora extends beyond language instruction, involving deeper ideological, cultural, and identity-based considerations, making it essential to understand the multifaceted nature of these teachers’ professional identities.
Fields of Study & Subjects
Jewish Identity and Society
Teacher Education and Leadership Studies
Multilingual Education and Policy
Publication details
- Journal / source
- Journal of Jewish Education
- Volume
- 92
- Issue
- 2
- Pages
- 113–140
- Publication date
- 23 February 2026
- Language
- EN