Teacher education as an identity construction: between multi-competencies, situated practices and reflexivity. La formazione degli insegnanti come costruzione identitaria: tra pluri-competenze, pratiche situate e riflessività.

The paper interrogates the dialectical process underlying the construction of teachers’ professional identity, here understood as the outcome of a progressive, reflective, sedimented, and critical pathway, in contrast to rapid accumulations of qualifications acquired in a fragmented and consumptive manner. Within this perspective, teacher education is configured as a generative and transformative space in which multi-competencies and professional stances are interactively intertwined, referring to the capacity to manage the complexity that characterizes contemporary educational contexts. Central, therefore, are those practices through which future teachers can act as “reflective agents” in the field in a continuous mediation between theory and practice, with the awareness that professional identity is a dynamic and negotiated process, never fully completed.