The building up of teachers’ professional identities in the university: learning from their diary practice

Abstract

The present article presents results from a PhD research and further studieson the same data, diaries produced by university sophomore studentsengaged in academic reading and writing practices. Diaries were collectedalong the year and contain information about the process of learningand also of becoming a professional. The linguistic-discursive analysisshows: genres chosen by students to express themselves, according to theway they understand relationship with their teacher; use of metaphors toexpress changes in how they understand knowledge; confl icting voices asthey critically observe practices and position themselves as coming-to-beteachers.Final comments are stated concerning teacher education.