Teacher identity trajectories in a teacher licensure program for secondary educationStudies addressing trajectories that lead to the development of professional teacher identity during initial training are scarce. This article shares findings from a group of students enrolled in a complementary teacher licensure program for secondary education. The identity trajectories presented were extracted at three stages along their path, after which participants came to regard themselves as practicing teachers. To this end, a qualitative and longitudinal research approach was adopted. The results suggest that national and school contexts influence beliefs, emotions, and attitudes, as well as highlight the relevance of reflective processes in challenging or reinforcing existing notions and the importance of the role played by the pedagogical coordinator in shaping new understandings of what it means to be a teacher.
IDENTITY; TEACHER TRAINING; PROFESSIONAL TRAJECTORY; HIGH SCHOOL