Abstract
This study considers how a teacher trainee interprets, evaluates and continuously collaborates in the construction of her own early identity development. Drawing on data collected from a single teacher trainee, the study examines the way in which the understanding of teaching, teacher practices and career plans are shaped throughout a practicum process. Multiple rounds of semi-structured interviews and classroom observations were conducted in the 2010-2011 and 2011-2012 academic years. Both during the interviews and in before-and-after discussions of observations, the focus was on the participant teacher trainee's personal and professional history, teacher education experiences, past and current work with children, perspectives on teaching and her school, and future career plans.
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