הבניית זהות מקצועית של מורים ושל מורי מורים במציאות משתנה

The paper defines the professional identity of teachers and teacher educators, and details its components and the factors contributing to its construction. It focuses on the relations between the processes of constructing professional identity in teaching and the processes that characterize a changing reality, including educational changes. The studies of the research network at The MOFET Institute, which appear in the current volume, serve as the database for our paper. The latter connects these studies and examines them from the perspective of constructing professional identity in teaching, including that of teacher educators. The paper discusses the influence of changes (including those recommended by the National Task Force – The Dovrat Committee) on professional identity in teaching, and the interrelations between the processes in the construction of professional identity and the advancement or hindrance of the implementation of changes and reforms in education. In our recommendations we propose the concept of inquiry dialogue, which examines the complexity inherent in teaching and can facilitate the creation of "professional identity in motion" – an identity that is aware of its complexities and continues to grow. Policy makers in education should base any proposed changes on processes that engage those who are involved in teaching. Our recommendation relies on the understanding that the professional identity of teachers plays a vital role in the implementation of any educational change.