1 Paper presented to the TEPE (Teacher Education Policy in Europe) Conference Umeå, Sweden May 18-20, 2009. I as a teacher - Catching patterns of professional development in primary school student teachers’ stories Eve Eisenschmidt, Haapsalu College of Tallinn University, Eve.Eisenschmidt@hk.tlu.ee Anneli Kasesalu, Haapsalu College of Tallinn University, anneli@hk.tlu.ee Erika Löfström, University of Helsinki, Erika.Lofstrom@helsinki.fi Tiina Anspal, Tartu University, tiina.anspal@ut.ee Abstract The study describes student teachers’ understanding of the teacher’s role, and analyses how this understanding develops in different stages of their studies. The student teachers in the sample study in the primary school teacher curriculum at Haapsalu College of Tallinn University. For the purpose of our study 38 student teachers from all years of study (from 1 st to 5 th year) were asked to narrate about themselves as teachers. The study utilized a cross-sectional qualitative design where patterns and characteristics of different cohorts were identified and analyzed. The aim is to improve teacher education and the professional development support provided within it. An inductive content analytical procedure was applied in order to interpret the data and to produce descriptive categories. Four categories were formed based on what appeared to be the core issues in stories: View of teacher role and own sense of teacher identity, motivation to become a teacher, and readiness for professional development; discrepancies between the ideal and the experienced situation; and experiences of theory- practice integrated programme Data indicated that there were certain patterns present throughout the studies. By the end of the first semester student teachers were more focused on personal aspects of teachers’ identity (ethical and moral aspects of teachers’ work). In the middle of their studies the students begin to worry about professional knowledge (can I use all these theories in practice?). By the end of the studies they describe professional domains within which they need to develop themselves further. They realize that the teaching profession requires life-long learning and a will to engage in constant learning. These findings have an important impact on the management of teacher education programme balancing student teachers’ learning processes and supporting their identity building. Keywords: Teachers’ preparation, student teachers’ identity, identity building, narrative