摘要：DOI: http://dx.doi.org/10.14244/198271999978 This article is the result of a joint production by a group of researchers from the Graduate Programs in Motricity Sciences and Education allocated at the State University of Sao Paulo - UNESP, Rio Claro campus, Brazil, which focuses on teacher education studies. The purpose of this collective effort was to present the results of the researches conducted by each of the coauthors in order to explore teacher identity. It is an exploratory qualitative research which used investigations of Course Monographic Papers, Master's Theses and Doctoral Dissertations as sources of data, enabling reflection on teacher identity from multiple perspectives, aiming to recognize elements that contribute either for teacher education or practice. Three analysis axes have been identified: experience and knowledge from experience, teacher professionalism, and teacher initial and continuing education. Based on these axes, we noticed the personal development of teachers as a central element. We also observed that teacher identity is dynamic and directly related to the social context in which the teacher is inserted. Thus the analyzed studies pervade different contexts, and may reveal significant elements for both initial and continuing training for educators, besides offering contributions to the understanding of Brazilian education from complementary investigative perspectives. Keywords: Teacher identity, Teacher education, Teacher affection, Professional development
