In recent years, the education system in Israel has been reflecting seriously on the quality of the services it delivers, including the training of future teachers, and its position on the educational map in relation to the rest of the world. The Ministry of Education, The Council for Higher Education, the country’s leaders and teacher trainers themselves have described the situation as "critical" (Kfir and Ariev,2008). In response to these expressions of concern, steps have been taken to examine the reasons and to find the answers. As part of this inquiry, we used a continuous reflective dialogue technique with a group of pedagogical counselors at a teachers’ training college. The format of "an assessment team and inquiry based learning" facilitated focused examination of the practical training process of future primary school teachers. The first question asked was the following: How can group dialogue be used as way of developing new knowledge for teacher trainers so that they can better train future teachers? This study is doubly important: first as a case study, for encouraging debate among specific pedagogical counselors about their work, and secondly, as a methodological tool for examining the components of professional identity (Zimmerman, 2008, Kosminski, 2008 ). The objective of the study is to develop a methodology whose aim is to develop staff reflective awareness of coherence between theory and evidence during teacher training. In addition, this study examines the reflective group dialogue methodology as facilitating a revitalizing process and the acquisition of self-knowledge The group included six teacher trainers who oversee the pre-service teachers for their three year practical training. They held continuous dialogues both in regular face-to-face sessions and in electronic interaction. The dialogue was two-fold. 1. In action evaluation of the practical work of the students based on theories studied. Difficulties, results and achievements were discussed, from a theoretical viewpoint and as evidence of praxis in practical implementation by the students. 2. Self development as a” learning team” with internal, interactive productivity. Each member individually or in pairs, taught a subject pertinent to the work she did with the students , or shared something of her personal knowledge, or her personal life. There was also self-development as a “study team” by learning from external sources: Collective workshops were offered at the Center for Research and Development for Teachers and lecturers were invited to talk on certain subjects at the meetings

Methodology A case study research. Using the qualitative research approach, including reflection, narratives and ethnographic analysis. The research looked at Beliefs, attitudes, past experiences, and individual life experiences of the team which were recorded and discussed during role play in training and professional development (Rogers & Scott, 2008). Focus was on the uniqueness of the research; there was analysis and interpretation of the data while relating to the participants (the specific group of pedagogical counselors).

Results 1. The hypothesis was confirmed in that the group dialogue served as a refresher tool for theoretical concepts and implementation during teacher training. After the experience along one year the dialogue sessions went on at the request of the group another 6 years. This was the result of the team make up. It consisted of pedagogical counselors with years of experience who held permanent positions. The dialogue and the way it was compiled offered them a framework to create a culture of assessment and an inquiry-based learning environment. 2.The model was presented against a background of intensive soul-searching that the education system in Israel was going through in its quest for improvement. The model could add to the understanding of the professional lives of educators, leading to rebuilding professional work processes for teacher trainers. Based on this, it could contribute to an improvement in teacher training.