Search results for: Lopes Amélia

This paper presents and discusses the findings of a research project. The project's main objective is to identify curriculum components that promote personal development as a nuclear part of teacher professional identity formation through pre-service teacher education. The curricula of four different historical periods of pre-service teacher education in Portugal and the professional identity of teachers trained within them were characterised through collection and analysis of documents and biographical narratives. Crossing results from the four periods, the quality of school climate emerges as an important variable to the quality of the teachers’ identity.