DEVELOPING PROFESSIONAL IDENTITY THROUGH PRE-SERVICE TEACHERS EXPERIENCES

This study examines the identity development among pre - service teachers during their teaching practice experience. Based on what theoretical research shares, what it is intended to find with this investigation is to know what factors influence on the formation of their identity as teachers, and how this process is developed. As it is well known, becoming a teacher requires not only teachers' interest. It involves acquiring skills and professional knowledge to become a teacher. It also requires developing a professional identity that can help them cope with the professional environment. Therefore, the purpose is to present information of gained experiences that pre-service teachers get during their teaching practice activities, to share those factors that contribute to the development of a teacher's professional identity and to explore what factors influence in a positive way to the development of their professional identity and those factors that diminish their professional motivation. This is related that in current teaching education programs, a reflection on what it is been done as teacher is important, in order to decide what part of our teaching has been successful and what needs improvement. And having clear that our professional identity is to become teachers; it will make this work really easier.