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Teachers’ perceptions of their professional identities influence their sense of self-efficacy and as well as impacting on their classroom practices. The construction of professional identity is reliant on socio-cultural settings as well as on individual differences and so is dependent on the different national contexts. Professional identities of teachers begin to emerge during preservice teacher education. This study explored how the different economic and cultural conditions influence the formation of teacher professional identity across three national contexts. In this multicultural qualitative study, 29 student teachers across Norway, Finland and Australia were interviewed to identify their motivations for wanting to become teachers and how their different upbringings impacted on the ways in which they would engage students in their classrooms. Significant differences between the student teachers in the three national contexts emerged from the data. The findings are discussed in the paper in relation to Bourdieu’s notion of habitus.

Professional Identity Development of Student Teachers in Finland, Norway and Australia