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\nGemma Torres-Cladera1, Núria Simó-Gil1, Laura Domingo-Peñafiel*2, and Vanesa Amat-Castells1  \n• This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher’s professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way.  \nKeywords: initial training, practicum, teacher identity, tutoring, university  \n1 Faculty of Education, Translation and Human Sciences, University of Vic-Central University of Catalonia, Spain.  \n2 * Corresponding Author. Faculty of Education, Translation and Human Sciences, University of Vic-Central University of Catalonia, Spain; [laura.domingo@uvic.cat](laura.domingo@uvic.cat).  \n36 building professional identities from university in pre-service teacher education  \nOblikovanje poklicnih identitet v okviru izobraževanjaučiteljev  \nGemma Torres-Cladera, Núria Simó-Gil, Laura Domingo-Peñafiel in Vanesa Amat-Castells  \n• Članek preučuje, kako lahko univerzitetno učenje in obdobje šolskeprakse prispevata k razvoju identitete, ki jo razumemo kot dinamičen in razvijajoč se proces. S tega vidika učiteljevo poklicno identiteto razumemo kot stalen proces interpretacije in reinterpretacije izkušenj, ki se oblikujejo v profesionalnih prostorih odnosov z drugimi, pri čemervsaka oseba izvaja različne procese identifikacije, reprezentacij in atribucij, kar ustvarja spiralo nenehne konstrukcije ali rekonstrukcije. Gretorej za pojav družbene interakcije. Pri zbiranju podatkov je sodelovalo osem študentov, njihovi šolski mentorji in univerzitetni učitelji v okviru šolske prakse 4. letnika. Analiza podatkov je bila organizirana okrog treh razsežnosti raziskovalnega projekta: učitelj sam, vez med učenci inizobraževalno skupnostjo ter odnos med šolo in univerzo. Rezultati sopoudarili potrebo po izboljšanju prakse, zlasti na univerzitetni ravni.Šolski in univerzitetni učitelji so ključni pri spodbujanju in vodenju dialoških procesov konstrukcije znanja o sebi, drugih in o svetu, vendarima univerza v tem ključnem odnosnem procesu dodatno odgovornost; univerzitetni tutorji morajo izboljšati svojo vlogo posrednikov med študenti in šolskimi tutorji, da bi na kompleksen in dinamičen način prispevali k razvoju pedagoške identitete.  \nKljučne besede: začetno usposabljanje, praksa, identiteta učitelja, tutorstvo, univerza  \nIntroduction  \nThis article stems from the results of a competitive research project that took place during the 2016/7 and 2017/8 school years in the Faculty of Education, Translation, and Human Sciences (Facultad de Educación, Traduccióny Ciencias Humanas, FETCH) at The University of Vic–Central University o","cbCaimW3MnJZT49q","https://ap.wps.com/l/cbCaimW3MnJZT49q","pdf",202824,"English","# Introduction\n## Teacher Identities: between the University and the School\n## Research design and data collection (planned sections)","[{\"question\":\"How does the article define teacher professional identity during pre-service education?\",\"answer\":\"It treats professional identity as a dynamic, evolving process of interpretation and re-interpretation of experiences shaped through professional relationships with others.\"},{\"question\":\"What participants and context were involved in the study?\",\"answer\":\"The research involved eight students, their school tutors, and university teachers within the framework of fourth-year school placements.\"},{\"question\":\"What does the study suggest about improving practicum and tutoring?\",\"answer\":\"It highlights the need to improve practicum, especially at the university level, and calls for university tutors to strengthen their role as mediators between students and school tutors.\"}]","Building Professional Identity During Pre-Service Teacher Education - Article | PDF",1792086595]