Abstract

One of the more intriguing issues in the field of narrative research is the formation of student teachers’ professional identity, which can be studied by analysis of their life stories. The processes of writing and inquiry are grasped as a journey into deep layers of the self. This study was conducted within a teacher training program for academics, as part of a course “Teachers Inquire into their Field Practices.” Two student teachers’ narratives were analyzed by means of qualitative tools: literary and interpretive content analysis by the emic approach. The findings present five main themes (categories) identified in student teachers’ papers: (a) the genre of the story; (b) the main issues presented; (c) formative experiences; (d) meaningful figures in the story-teller’s life, and (e) personal and educational values manifested in the narratives. Student teachers’ narratives assisted them in clarifying relevant personal values, which they believed would be informative for their professional identity and motivate them to implement associated educational practices.