ABSTRACT
Two metaphors have dominated the discourse about teachers and provided the backdrop for teacher education in Israeli society. One is based on the idea of the teacher as the bearer of a vision of national rebirth and social liberation—as the educator of new generations in a period of social and national transformation. The other image of the teacher is of the transmitter of objective scientific knowledge, which has traditionally been considered value-free. These two images of the teacher created a dichotomous, seemingly contradictory definition of the teacher role: educator as opposed to subject-matter specialist.
