מכללות להכשרת מורים על פרשת דרכים: מורי מורים ממצבים את עצמם בעת משבר

The study focused on change processes in three colleges of education following the publication of the Dovrat Report. The positioning of the college' teachers during the critical change periods was studied by means of discourse analysis, which enabled issues of teachers' professional identity to be dealt with. The various voices, as expressed in the interviews, afforded the identification and understanding of implicit and explicit dimensions of coping mechanisms in teacher education. An analysis of the interviews exposed conflicting messages that suggest a feeling of existential threat and a sense of helplessness. Additional findings indicated obstacles in the flow of information among different groups within the colleges as well as a lack of a clear, consolidated policy. Two voices were described: (1) the collective voice, reserved and confident, explicitly presenting the college as a wellfunctioning organ; (2) the individual voice, hesitant and anxious, implicitly presenting the sense of threat to professional identity. These voices represent various groups that are experiencing some distance which engendered negative feelings among the interviewees. In addition, the findings shed light on unique aspects of each college, as a result of its geographical and socio-cultural context. The discussion deals with the influence of the external change on the college teachers' professional identity, and with the organizational structure of colleges of education in the complex reality following the Dovrat Report.