Municipal programs are teacher training programs for second-career professionals within the community, aimed at creating a committed and meaningful community of teachers in the local authority. These programs are grounded in the concept of place-based education, which emphasizes the connection between pedagogy and the physical environment, and promotes a dialogical culture between academia and local government. This approach assumes that attachment to place provides unique meaning to the formation of teachers' professional identity.

To actualize these paradigms, the unique course "Identity and Place" was developed, with the primary objective of presenting a distinctive model for developing professional identity that integrates local and generic components while adapting to the unique needs of each city. The course analyzes identity components within a local context while expanding a global perspective on place consciousness and sense of belonging to community and environment. The course addresses local conflicts within global contexts and emphasizes universal values such as compassion, empathy, multiculturalism, and conflict management as integral components of educators' worldview.

The research objective is to examine the contribution of the "Identity and Place" course to shaping the professional identity of teacher trainees within the local context. The research methodology is based on syllabi analysis of the course taught in three cities with different socio-cultural-economic characteristics (Tel Aviv, Rishon LeZion, and Ramla), examination of annual planning, participant observations during field trips and lessons, and collection of reflective insights from students in the different municipalities.

Analysis of the syllabi reveals substantial differences between municipalities in leading values, urban cultural institutions, and formal and non-formal educational institutions. Analysis of student questionnaires indicates that their professional identity is largely shaped during the course through the local-community context. This occurs through visits to central institutions, encounters with key figures, and engagement with local initiatives within the municipality. These findings manifest in their leading values as teachers and their translation into various pedagogical methods.

The objective of the conference presentation is to present the unique model of the course while emphasizing its relevance to teacher educators. The presentation will focus on the balance it creates between developing local professional identity components adapted to each city's unique needs and generic professional identity components. The presentation will feature the theoretical principles guiding the course alongside examples of its implementation in the three cities.

Keywords: Teacher Training, Place-based Education, Professional Identity, Glocal Values.