Choosing a career is one of the major dilemmas people deal with. Beyond the initial interest one has in a specific domain, the motivation to study a specific subject through several years develops also from the desire to receive financial rewards, society respect, opportunities for promoted etc. (Reynolds, 2008; Lordly & Dube`, 2012).  Researchers (Malach-Pines, Ozbilgin & Burke, 2008) also claim that during the academic studies, people are willing to go through cognitive changes while obtaining new knowledge in order to become more professionals.

In addition to the common elements one should consider while choosing a field to study, become a teacher demands changes that relate to one's self-perceptions, self-confidence and self-awareness. Not only that people need to understand the changes they go through, they also need to be aware of them.

Teacher-training programs are develops in order to provide academic tools for teachers while they teach their students. Throughout the training, students learn the domain they want to teach along with pedagogy and teacher strategies. (Flavian & Kass, 2015; Kass & Rajuan,2012). But, academic learning is not the only process one needs to succeed in while becoming a teacher (Feiman-Nemser, 2001). The aspect that is not officially integrated through these academic programs, as of the fact that it is not an "academic subject" develops from the personality changes teacher-trainees go through while they study and the effect of these changes on their self-awareness and their choice to become a teacher (Ferrari & Sternberg,1998). The main goal of this study is to follow students' self- changes, as they perceive and understand them. 

This study conducted in an academic college during a full school-year. All participants did not pass the necessary basic requirements in the psychometric exams as of their learning disabilities. But, after participating in individual interviews, they were accepted on special terms. One of them was to study an academic-skills course that focused on the cognitive transitions one should go through while studying in a university versus high school. 25 students participated in the study. Throughout the year, each one of them wrote 10 different reflections according to a given topic that was related to the academic-skills course.  

The remarkable themes that were concluded from the students' reflections, present other point of view of the teacher-training programs that was never investigated with this type of population. In addition, their understanding of the learning processes and their own personality changes project on the important of the use of written reflections. Moreover, despite the participants' failure in the psychometric exams, they all passed successfully their first in an academic program. According to the participants, their success developed from the process of learning how to reflect on their learning. 

Flavian, H., & Kass, E. (2015). Giving students a voice: Perceptions of the pedagogical advisory role in a teacher-training program. Mentoring & Tutoring: Partnership in Learning, (in print). Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52, 17-30. Ferrari, M., & Sternberg, R. J. (1998). Self-awareness, its nature and development. New York, NY: The Guilford Press. Kass, E., & Rajuan, M. (2012). Perceptions of freedom and commitment as sources of self-efficacy among pedagogical advisors. Mentoring & Tutoring: Partnership in Learning, 20(2), 227-250. Kupferberg, I. (2010). Text and discourse analysis: A RASHOMON of research methods. Jerusalem: Biyalik Press (in Hebrew). Lordly, D., & Dube`,N. (2012). The who, what, when and how of choosing a dietetics career. Canadian journal of dietetic practice and research, 73(4), 169-175.