In the recent ten years, three reforms had challenged the Israeli Education system. These reforms aimed at: introducing the elements of business management into the education system; developing 21st century skills of students based on ICT integration in schools; and changing tests-oriented teaching methods towards innovative pedagogy promoting meaningful learning in schools (Volansky, 2012). Unfortunately, frequent political changes prevented the realization of these reforms. As a result, school teachers live and work in a complex reality which shapes their perceptions of their role as educators. The research examines the Professional Identity (PI) of in-service teachers studying in a master-degree program at an Israeli College of Education. The data was collected using semi-structured interviews with 23 teachers. The questions focused on PI components according to the model of Kaplan (2014). The qualitative analysis of the interviews was performed by the Grounded Theory (Glaser, 1992) approach using Atlas.ti software. We found that respondents have very positive self-beliefs, and that they love their students and the teaching profession. Teachers emphasized the importance of encouraging students’ curiosity and motivation to learn. It appears that good relationship and emotional connection with the students are key issues in teachers’ work. Most respondents pointed out the atmosphere of collaboration at their school that has positive impact on their professional development. Regarding the educational policy, all respondents had critical attitudes. They noted that Israeli teachers are forced being tests-oriented and, as a result, their students lose the joy of learning, and teachers feel unsatisfied. The last initiative tried to diminish the scope of the tests-oriented teaching and promote transition to meaningful learning. However, new political events (namely, early elections) challenge an implementation of the initiative. It therefore seems that frequent changes lead to a negative impact on teachers’ satisfaction and to a lack of trust to reforms.

Glaser, B. (1992). Basics of grounded theory analysis: Emergence vs. forcing. Mill Valley, CA: Sociology Press. Kaplan, A. (2014, Aug.). A complex dynamic systems model of teachers’ professional identity and motivation. Paper presented at the annual convention of the American Psychological Association, Washington DC, USA. Volansky (2012). After the “Lost Decade”: Where Is Higher Education in Israel Headed? Policy Paper No. 2012.02, TAUB Center for Social Policy Studies in Israel