This paper will discusses how practical wisdom (Back 2002) can provide a context for mutual professional learning of teacher education program and PDS. Our approach conceives learning as a socio-cultural interpretive process that is based on an ongoing discourse within a community of praxis that is involved in negotiation of meaning. We will claim that for productive learning processes to take place there should be compatibility between the underlying assumptions regarding the notions of learning and those of teachers' praxis - their ways of being in the classroom. This presentation centers on the co-emergence of professional identities of pre-service and in-service teachers as a result of collaborative learning within a shared community of a high school and a teacher-education program. Within this context each group started as peripheral participants within the other's community of practice and gradually became legitimate participants within the newly established community The conceptual framework that guides the teacher education program - ACE (Active Collaborative Education) regards praxis in terms of being in varied situations. It is an ontological approach that highlights the complexity of teaching as existential everyday ways of being (Dasein) in schools with children (Heidegger 1962, Donnelly 1999, Feldman 2002). Thus ACE is based on a high load of exposure to real life school activities followed by participative - interpretive learning groups, all addressing pedagogical issues that stem from the experiential work at school or other contexts. The interpretive hermeneutical processes attempt to use dimensions such as experience, tradition, culture, and beliefs in exposing the presuppositions of the participating members and developing new understandings (Gadamer 1981). The high school community that is part of this partnership is an experimental school that has developed a new pedagogy based on the conception of knowledge and learning as a social participative process (Gorodetsky et al. 2003) which is similar to the ideas of the ACE program. A unique joint community of ACE and the school was established that is comprised of different kinds of practical as well as formal knowledge. The existence of overlapping cycles of interpretive discussions and the accessibility of understandings and knowledge among these cycles expose hidden connotations that are part of the affective - cognitive discourse (tacit knowledge) and make them vulnerable for discussions. These lead to the emergence of new understandings and new ways of being within the community - thus creating a context for educational webb(e)ing. This term expresses the unique nature of being a teacher as it stresses the importance of the teacher's way of being not only with her students, but as being concurrently embedded in an extended web of collaborating learners within the college and the school (Gorodetsky et al 2004). It highlights the collective participative process that is the cradle for the emergence of the professional identities of those involved (Wenger 1998). The emergence of professional identities is discussed in Wenger's terms of compatibility between the underlying educational assumptions regarding practice and those of the reification processes that the school teachers, the pre- service teachers and faculty are participating within. The research questions address the nature of the emerging professional identities and the interactive processes that initiated this emergence. The analysis is based upon transcripts of meetings, interviews, e-mails and pre- service teachers' field notes. The compatibility between the underlying educational assumptions between the enacted knowledge and the reified framework are considered as an enabling factor in the professional growth of those involved in the joint participative community. References Back, S. (2002). The Aristotelian Challenge to Teacher Education, Journal of Intellectual Culture, Vol.2, No. 1 Donnelly, J.F. (1999). Schooling Heidegger: on being in teaching, Teaching and Teacher Education, 15, 933-949. Feldman, Allen (2002). Multiple perspectives for the study of teaching: Knowledge, reason, understanding, and being. Journal of Research in Science Education, 39(10), 1032- 1055. Gadamer, H-G (1981). Reason in the age of science. Translated by F.G. Lawrence. Cambridge: MIT press. Gorodetsky, M., Barak, D. & Back, S. (2004). What if the profession of teaching emerges rather than acquired? Implications for a teacher education program. Paper presented at the 1st International Conference on Teaching and Teacher Education EARLI SIG 11, Stavanger, Norway, August, 2004). Gorodetsky, M., Keiny, S., Barak, J. & Weiss, T. (2003). Contextual pedagogy: Teachers' journey beyond interdisciplinarity. Teachers and Teaching: Theory and Practice, 9(1), 21-33. Heidegger, M. (1962). Being and Time (J. Macquarrie & E. Robinson, translators). Oxford: Blackwell. Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University