Abstract-The national program of ICT in Israel emphasizes the professional development of teacher trainers in ICT and pedagogical innovation. The purpose of the study is to identify the scale components of teacher trainers' professional development in ICT. The research used quantitative method. 53 teacher trainers of a training program participated in the study. Subjects filled in a self-report questionnaire about their satisfaction from the training course and pedagogy and content knowledge self-efficacy. Exploratory and confirmatory factor analysis found the questionnaire in total valid and reliably explaining the characteristics of the training program and the contribution of five latent factors that are recommended to be components of teacher trainers' professional development in ICT scale: Applicative knowledge, learning process, teaching strategies, time management, and learning environment. The conclusion of the study is that a recommended model for professional development of teacher trainers in ICT will include these five components, while observing the development in a two-dimensional way: one -from simple to the complex, and two -from external to internal. Future research is recommended to continue and develop the professional development scale, and increase its validity through increasing the number of items collected from the literature, from joint discussions between teacher trainers and researchers, and from interviews with teacher trainers.Index Terms-ICT, professional development, teacher trainers. I. INTRODUCTIONIn the era of the 21st century, computer and information skills are critical skills for day to day life in general and to academic development in particular [1], [2]. Preparing the education system graduates for the demands of the employment world of the 21st century is a need and a central national goal in the State of Israel [3]. The national ICT program has teacher trainers working to assist schools in promoting innovative pedagogy that integrates ICT, in accordance to the program's outputs. According to literature, assimilation of technology in schools is a long-term process, which only occurs if there is a change in the systemic characteristics [4].Professional development of teachers and teacher trainers in ICT is an interesting subject due to the plan for adapting the education system for the 21st century and the challenges entailed. The unique role of teacher trainers is reflected in Manuscript received April 8, 2016, revised June 2, 2016. N. Choresh is with the Academic College in Wingate, Israel (e-mail: noa_c@wincol.ac.il).N. Magen-Nagar is with the Gordon College of Education, Israel. She is also with the School of Education in Bar-Ilan University, Israel (e-mail: nogamagen@gmail.com).influencing the overview school level rather than at the individual teacher level. This is a complicated mission that requires a deep comprehensive organizational perspective. Therefore, the goal of the current pilot study is to identify and indicate the key components which are crucial for an...