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Building teachers’ identity is a biographical and relational process of critically re-appropriating lifelong experiences (DUBAR, 1997). This qualitative study examines reflections about six student teachers’ practices in order to understand the influence of their previous experiences on their career choice, the interpretation of the images they saw as most representative of what “being a teacher” means, and the changes they underwent throughout their education. Student teachers valued diversity of experiences, ability to involve students in their learning processes, and moments of sharing with other teachers.

A IDENTIDADE DO PROFESSOR DE EDUCAÇÃO FÍSICA: UM PROCESSO SIMULTANEAMENTE BIOGRÁFICO E RELACIONAL