Abstract
The text discusses an investigation of professional education from the analysis and reflections of an (auto)biographical exercise, with two students, future teachers, establishing a possible dialogue between the narratives elaborated in the Supervised Teaching Practice of the last semester of the teacher education course. The paper details and reflects on being a teacher as a dream hunter searching for the best practices (Marcelo, 2009b; Vaillant & Marcelo, 2015), some of the footprints in the sand during the initial training (Flores, 2012, 2015), and the relational transits of and in teaching which constitute one of the strong foundations in teacher education and professional development. The study is based on the qualitative research paradigm (Bogdan & Biklen, 1994), which allowed a deeper understanding of the formative experiences reported in the first person by the two students in their final reports. This way, the research tries to understand how the construction of the professional identities is perceived throughout initial teacher education, taking the narratives of the participants as the reference of the content analysis (Bardin, 2009).
Keywords
Professional identity; professional development; supervised practice; teacher training; autobiographical narrative