Abstract
The study explores how the place and sociocultural context impact the pre-service teachers' professional identity development. It presents the project How I'm becoming a teacher realized in collaboration between Charles University of Prague and University Michigan-Flint in art education and literature courses.
The research uses combination of qualititative participatory methods as a/r/tography and grounded theory. Through the teachers' photos we expose the two layers of the professional identity concept: personal and social related with values and attitudes.
We show different relation between self and community in two countries and reflect demands of societies toward future teachers and analyse used visual metaphors. Using image making and text writing as reflective practices in teachers training we try to develop the professional identity of pre-service teachers and discuss internalised beliefs about teaching and learning.