This study evaluates an original arts-based pedagogy professional development program for teachers entitled "Lovecircles". The program was developed in Israel as a response to ongoing challenges of teachers working with children at risk. The "Lovecircles" program is grounded on holistic-humanistic (Maslow, 1987) and expressive-art therapy theories (Moon, 2007) aiming to achieve teachers’ personal- emotional and professional evolvement for affective and effective inclusive teaching (Oplatka, 2017). This approach is based on the premise anchored within expressive-art therapy field that the arts is natural and primal tool through which people can express their individuality (Marcuse, 1978). In this light, Malchiodi (2013) refers to the integrative, healing power of the Arts in the 21st century, especially in a world that is overwhelmed by hi-tech and therefore it is urgent to empower the self as the main leader (Goleman, 1995). Findings from neuroscience and in education research (Bruner, 1986; Damasio, 2004) propose that education systems should be promoting creative activities. This approach sustained by Maslow’s theory (1987) of self-realization leading the individual to exert his own motivation for development of leadership. In the second half of the 20th century, the shift towards a child-centred pedagogical paved the way for embedding art and creativity within educational pedagogy (Salant, 2008-2012). Nevertheless, the Arts are not seen as a priority in initial teacher education. However, there is a need for creative, flexible, problem-solvers, negotiators, and adaptable within fast-changing systems (Peter & Walter, 2010; Rosenblum, 2015). The present research objective was to explore the possible impact of the Arts-based pedagogy 'Lovecircles' education program on the participants' work with children at risk .The main research question was; what might characterize the personal and professional development of participants in the Arts-based pedagogy program? This is an evaluative phenomenological study focusing on the experiences and perceptions of the participants from their own perspectives. The research tools are in-depth interviews, reflective diaries, videos, and still photographical observations. The case studies are analyzed individually and in comparison to one other. The research population comprised novice and expert educators with or without art background who participated in the program. The findings indicate that the Arts- based pedagogy approach generated the participants' personal and professional development. The approach and findings of the research will follow a discussion concerning the international interest and potential ways of implementation Arts- based pedagogy within teachers’ education for the development educators’ and students leadership achieving the goals of inclusive teaching.

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