In theories of group behavior, the concept of social identity is extremely useful because it describes individuals in terms of multiple hierarchical affiliations. Thanks to an almost unlimited capacity for rationalization, most humans cope well with multiple identities and loyalties in conflict situations. Alongside this, there are often situations in which the conflict is present and requires the person to bridge it and find a balance (Magen-Nagar & Steinberger, 2016).

Developmental psychologist Erik Erikson (1968) conceptualized an individual's identity as a multifaceted structure dynamically evolving and undergoing gradual changes over time. A crucial element within the components of one's identity is one’s professional identity (Popper-Giveon & Shayshon, 2017. Rodgers and Scott (2008) referred to the negotiation processes that take place in relation to professional identity. They posit that the identity structure is in a constant process of construction, development and changes while at the same time having  a tendency to show coherence. They referred to identity as contextual, developing in relation to social, cultural, political and historical aspects, and during negotiations with the ‘other’.

Aligned with the process approach, these assumptions correspond to the perspective that characterizes individuals’ current identity state and delineates the state of their identity at a specific moment (Kroger & Marcia, 2011). The process approach posits that individuals actively seek information about themselves and their surroundings to inform decision-making and meaningful choices in life. These simultaneous processes entail a commitment to a sequence of choices and decisions among identity alternatives, all the while acquiring the necessary knowledge to evaluate these alternatives (Alsanafi & Noor, 2019; Steinberger, 2022).

Identity processes are accelerated in times of conflict. Thus, in a state of incompatibility, when individuals are exposed to central identity conflicts (Van der Gaag  et al., 2020) they may feel their basic needs and values threatened. As a result, they may be prevented from considering identity alternatives. Frequent and significant conflict serves as a catalyst for change and action. Reinforcement for this exists in the theory of cognitive dissonance (Festinger, 1962; Harmon-Jones & Mills, 2019), according to which individuals naturally strive for balance. When a conflict disturbs the balance, individuals will be motivated to resolve it in order to reduce the discrepancy.

In this research we approach identity formation both from a process approach and a socio-cultural perspective that takes into account the contextual factors influencing identity formation. For example, Côté (2006) highlighted the development of a contextual approach as a central challenge in identity research. Theoretical models addressing identity development grapple with this challenge by acknowledging the psychosocial context in the formation of identity (Côté & Levine, 2014).

This study aimed to explore the process of identity formation among Arab Pre-Service Teachers (PSTs) who aspired to teach in Jewish schools. The sample comprised 14 Arab PSTs undergoing training, engaged in a unique program called “Cross-Teach” that involved the retraining of Jewish academics to teach in Arab schools and vice versa. As part of the program, the PSTs participated in a one-day-a-week practicum in schools from the ‘other’ stream, presenting various identity conflict situations. The primary research questions focused on understanding the identity processes experienced by Arab PSTs during their training. This included examining the encountered identity conflicts, assessing whether these conflicts acted as catalysts for regrouping, and exploring the ways in which the PSTs navigated and integrated this complexity into their identity.

This study is based on data collected throughout the 2022-2023 school year. The information collected included 10 interviews with PSTs in the Cross-Teach program and three focus groups with between 5-6 PSTs each. The interviews lasted between an hour and an hour and a half and focus groups lasted between an hour and a half to two hours. All the information was transcribed and uploaded to a qualitative analysis software. The qualitative data analysis used NVIVO software (Bazeley, 2022). This method supports the researcher in storing, coding and systematically retrieving qualitative data (Wood & Bloor, 2006), thereby increasing the accuracy, reliability and transparency of qualitative investigations (Liamputtong, 2020). The coders used a qualitative content analysis method to identify the recurrence of themes and patterns through data reduction efforts, the interpretation of the text and the attempt to identify consistency and core meanings within it (Patton, 2014). As part of the classification process, data are extracted into segments, inductively coded into categories, and grouped and compared with similar segments from other observations. Thus, this flexible method typically combines concept-driven and data-driven categories so that the overall coding framework is consistent with the data (Schreier, 2014). The interviews and focus groups utilized a semi-structured guide constructed in alignment with the research questions. Four Ph.D. holders, each specializing in distinct fields (psychology, sociology, education, and philosophy), served as interviewers. For the focus groups, two of the Ph.D. interviewers led one group, while research assistants supported the other two researchers in conducting the remaining focus groups. Two of the interviewers were native Arabic speakers, and the other two were native Hebrew speakers. Consequently, some interviews and one focus group were conducted in Arabic, with subsequent translation into Hebrew following transcription.

The study on the role of conflict as a catalyst in identity formation among Arab PSTs aspiring to teach in Jewish schools may provide valuable insights into the complex nature of identity processes in the context of intercultural education. Initial findings support the notion that identity processes are accelerated in times of conflict and underscore the dynamic nature of identity formation. It seems that the participants experienced conflict as a driving force for reevaluation, regrouping, and decision-making in their identity development. The study aligns with the call for a contextual approach in identity research, acknowledging the influence of social, cultural, political, and historical factors on identity formation. The study's unique context, with Arab and Jewish PSTs studying together, adds a layer of complexity to the examination of identity processes. Coexisting in the same teacher training program, these groups explore how intercultural dynamics and shared educational goals shape identity. Including Arab and Jewish lecturers enriches the study. Diverse lecturer backgrounds, with some having minority backgrounds, provide added dimensions. Dynamics between staff and PSTs may serve as a model, offering nuanced understanding of identity negotiation in diverse environments. The findings have implications for teacher training programs that involve intercultural experiences. Understanding the role of conflict as a catalyst for identity development among PSTs is crucial for designing effective training programs. Teacher educators and program developers should consider integrating strategies that recognize and address identity conflicts, fostering a supportive environment for PSTs navigating the complexities of identity formation. In conclusion, this study advances our understanding of the interplay between conflict and identity formation in intercultural teacher training programs. The insights gained have implications for educational practices and underscore the need for improved approaches to identity development in contexts characterized by cultural diversity and conflict.

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