This longitudinal study, based on interview and survey data from Estonian student teachers, highlights the role of beliefs about teaching, self efficacy-beliefs and reflection in the process of becoming a professional teacher. This article is a follow-up of “Beliefs about teaching: persistent or malleable? A longitudinal study of prospective student teachers’ beliefs” (with Katrin Poom-Valickis in Teaching and Teacher Education 2013, 35), which was rewarded Best Research Article 2014 by the Estonian Ministry of Education and Research.

In Finnish: Opettajaksi kasvaminen. Virolaisilta opettajaksi opiskelevilta kerätty haastatteluihin ja survey dataan perustuva pitkittäisaineisto valottaa opettajauskomusten, pystyvyysuskomusten ja reflektion roolia opettajaksi kasvamisessa. Artikkeli kuvaa jatkotutkimusta aiemmin Viron koulutus- ja tiedeministeriön vuionna 2014 palkitsemalle artikkelille “Beliefs about teaching: persistent or malleable? A longitudinal study of prospective student teachers’ beliefs (Löfström & Poom-Valickis, Teaching and Teacher Education 2013, 35).

Original research article: Poom-Valickis, K. & Löfström, E. (2014). Pikiuuring õpetajaks õppijate professionaalse identideedi kujunemisest. Estonian Journal of Education / Eesti Haritusteaduste Ajakiri, 2(1), 241-271.

Abstract
Full text with English summary (A longitudinal study of the development of the professional identity of student teachers) available at: doi: http://dx.doi.org/10.12697/eha.2014.2.1.10