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The aim of this study was to uncover our graduate students' perceptions of who is a good professor. Although the data were collected and analyzed on an Israeli sample, the findings can contribute to the planning of graduate programs for experienced teachers and can extend the theoretical understanding of how to promote learning among experienced adult learners in general. The qualitative phenomenological study examined ninety experienced teachers, who were students at a graduate college of education. They were asked to indicate three characteristics and describe classroom events that reflect a "good professor." In addition, we analyzed the feedback questionnaires that were administered at the end of each semester. The data presented students' perceptions of the "good professor." The findings revealed three domains of characteristics: first, the relationship between professor and students; second, methods of instruction; and third, the professors' knowledge. The same domains were found in the students' descriptions of the teaching events and in their feedback at the end of the semester. Their expectations and needs are different from those of undergraduate students.

This paper explores perceptions of professional identity among experienced early childhood educators (ECEs) who are novice students in a new master's degree program in ECE. We sought to examine the changes experienced by these educators. The study used qualitative content analysis, which included an open-ended questionnaire that was administered twice to the participants: at the beginning of their first year of study and at the end of the second year. The findings indicate a change in the participants' perceptions of their multi-dimensional professional identity. They began to examine the early childhood educational system with a critical point of view based on their academic and pedagogical conceptual vision, and became aware of the contingent political consequences. We believe this study will enable us to advance the ECE system and promote academic research conducted by professionals.The study examines the professional identity of graduate students who are professional and experienced early childhood educators (ECEs) and at the same time novice graduate students. Considering these two sides of the same coin enables us to learn how these students understand the professional world of Early Childhood Education (ECE) and how they change during the course of their advanced studies in a master's degree program in ECE. This study is anchored in two points of view. The first, a global perspective, finds expression in the importance that many countries worldwide attribute to early childhood education. The other, a local perspective, examines the local context, and in particular the students studying in the ECE master's degree program. These two perspectives are interconnected and based on the general importance emerging from research and from reports on early childhood education.

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