The changes in the 21^st society enforce the teachers to become long life learners. The education system in Israel is currently undergoing changes aimed the decentralization, modernization, upgrading and quality improvement of the teaching/learning system as a result of global and regional changes. Within this context, teachers are encouraged to view themselves as facing up new challenges supported by innovative forms of in-service training based on Andragogy – the theory of how adults learn.

The paper critically explores the experience of the "long life learning" frames for in-service teachers in order to understand the new model that is offered' it's effectives on teachers professional development.     

The paper reports initial findings from a study that took place in 10 deferent PISGA centers, 61 programs. The research was conducted during 2003-2005 and assessed deferent training programs.

In order to investigate and study more about these programs, a few research tools were used and analyzed by quantitative tools: closed questionnaires and qualitative tools: interviews and observations. The data that was collected was analyzed and presented in a mix method including qualitative and quantitative findings (Pasig ,2002 ; Raviv 2003), it presents teachers views and experience that participate in the training program and data that was collected from close questioners.

The author of the proposal and paper has identified a number of principles of success long life learning models which have relevance not just for the Israeli PISGA, but for teacher education elsewhere as well as offering suggestions for change.

During the past 25 years, an evident and increasing criticism of teachers and teacher education has surfaced in most developed countries around the world. Initially, pre-service teacher education bore to brunt of these negative assessments, but especially in the past decade the continuing life long education of teachers has come under attack. Motivated by duel desire of increasing students' achievements students scores and by concern for escalating costs of education, the critics of teachers education are demanding greater assurance that the money invested in the professional developments of teachers into better teaching and, in turn, into more learning for more students. The education system in Israel is currently undergoing changes aimed the decentralization, modernization, upgrading and quality improvement of the teaching/learning system as a result of global and regional changes. Within this context, teachers are encouraged to view themselves as facing up new challenges supported by innovative forms of in-service training based on Andragogy – the theory of how adults learn.

A major change in the in-service education of teachers was introduced in 2003 in Israel. Former teacher developed centers, jointly operated and administrated by ministry of education and local municipalities were replaced by a new organizational phenomenon called 'PISG"A', the new name signaled a new conception of teacher education for practicing teachers. The conception is based on the main parameters that define adult's learning- teachers in service training.

 The PISG"A centers aim is to offer an answer to the frequent changes in the education field, country priorities and the educational agenda of the Israeli ministry of education. In order to develop teacher's knowledge and building new practical ideas and experience the teacher's training will be based on professional growth, experience and learning from the materials and methodological tools that are offered combined whit reflection on the learning/ experience action (Zeichner, 1993; Schon, 1988; Zilbershtein, Ben-Perez, Ziv 1998).

The paper critically explores the experience of the "new" frame of in-service for teachers - PISGA centers in Israel from dual perspective an instructor/lecture and the coordinator of the evaluation department in the PISGA.

 The perspectives were based on a critical analytic framework that was developed from the literature on adult learning- Andragogy and effective in- service training. The main principles included in the training programs:

• Learners should know why they are studying something.


• Instruction should be task-oriented, and it should take into account the wide range of different backgrounds of learners.


• Learners should be able to relate what is being studied to their personal/professional experiences.


• Learners should be motivated and ready to learn.


• Learners should be involved in the planning and evaluation of their instruction.

The paper reports initial findings from a study that took place in 10 deferent PISGA centers, 61 programs. The research was conducted during 2003-2005 and assessed deferent training programs.

In order to investigate and study more about these programs, a few research tools were used and analyzed by quantitative tools: closed questionnaires and qualitative tools: interviews and observations. The data that was collected was analyzed and presented in a mix method including qualitative and quantitative findings (Pasig ,2002 ; Raviv 2003), it presents teachers views and experience that participate in the training program and data that was collected from close questioners.

The author of the proposal and paper has identified a number of principles of success which have relevance not just for the Israeli PISGA, but for teacher education elsewhere as well as offering suggestions for change. A model for Professional development programs for teachers can be drawn from the study that encloses 61 P.D.T programs.

P.D.T program will be based on:

 Identification of needs in the field, teacher's needs, staff priority, school needs, and inspectors

Involving constructive learning based on: learning from practice, communities of learners and peer learning sessions involving the practice knowledge as a lever for improving the teaching process in class.

Developing teacher's knowledge and skills integrated with reflection processes that will enable them to develop a critically viewpoint on their, teaching methods, pedagogy, and learners. (Darling-Hammond and McLaughlin, 1995).

The Professional development  programs for teachers will impact on teacher's knowledge and skills.

It seems that the PISG"A centers  in Israel created a new and suitable platform for teacher’s professional development, with the aim to offer an answer to the frequent changes in the education field, country priorities and the educational agenda of the Israeli ministry of education.

The study sports a large study that was conducted in u.s.a, What Makes Professional Development Effective? Results from a National Sample of Teachers. Garet, M. ; Porter, A. ; Desimone, L.; Birman, B.; Yoon, K. (2001). American Educational Research Journal.