Abstract

This study explored the evolution of professional perceptions guiding teacher training in Israel, examining two alternative explanations for their dynamic development: the first one focuses on the modernization of professional perceptions, drawing on Hargreaves’ theory of the four stages of teacher professionalism; the second delves into the cyclical nature of liberal and conservative trends in education, based on Cuban’s theory of cyclical changes in education. To gain a deeper understanding of the driving dynamics behind historical changes in professional perceptions of teacher training in Israel, we conducted a survey involving 312 teachers. Using a newly developed quantitative tool for assessing professional perceptions, we examined teachers’ views on the professional principles underlying their training from 1960 to 2020. The research findings offer empirical support for the cyclical dynamics of change in professional perceptions. The uniqueness of the research lies in its combination of theoretical frameworks, providing alternatives for understanding historical dynamics in professional perceptions. These innovations may serve as a foundation for future research efforts and illuminate the complex dynamics of changes in teacher education worldwide.