Key learning experiences in the construction of professional teacher identity

This article analyses how professional teacher identity is constructed by examining a series of experiences cited by 26 final-year future teachers as having been key to their learning process. Using positioning theory, we examine identity changes based on the positional movement that occurs in each narrative. The data were collected during interviews with students from various teacher education programs in Chile and were analyzed at both the thematic and discursive levels. Results highlight how certain emotionally intense experiences serve as anchors in the configuration of professional identity. These experiences allow future teachers to construct an image of themselves in their professional role. We also observe that active participation and decision-making are essential to fostering agency and strengthening identity. In addition, formative experiences in informal contexts beyond the school environment help to broaden understanding of the teaching role. Overall, our findings underline the importance of subjective experiences in the construction of professional teacher identity.