Knowledge, position, gaze, images and time in teacher training

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The book explores the social and dialectical nature of teacher training, emphasizing that professional identity is not fixed but constructed through individual experiences and cultural exchanges. It highlights the importance of classroom interactions, where future teachers articulate their evolving identities through dialogue and reflection. The process is depicted as a dynamic interplay between personal growth and cultural influences, suggesting that each individual's journey in becoming a teacher is unique and shaped by their context and interactions with peers.