Building professional identity during pre-service teacher education

This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic evolving process. From this perspective, we understand teacher’s professional an ongoing process interpretation re-interpretation experiences that are shaped in spaces relationship with others, where each person makes different processes identification, representations, attributions, creating spiral continuous construction or reconstruction. It is thus phenomenon social interaction. Data collection involved eight students, their tutors, teachers within framework 4th-year placements. analysis was organised around three dimensions research project: teacher him/herself, bond between students educational community, university. The results highlighted need improve practicum, especially at level. Both tutors crucial promoting guiding dialogical knowledge oneself, world. However, has added responsibility key relational process; must role mediators teaching complex way.