| Summary: | An important dimension of becoming a teacher is the development of a teacher identity. The research literature suggests that teacher candidates progress through three specific identities—pre-teaching, fictive and lived. While this framework provides a structure with which to consider identity development, it does not address the ways in which transitions between these identities impact teacher candidates. Drawing on Dwayne Huebner’s (1969) concept of being-in-the-world as discourse this study explores being in teacher education through the narratives of three teacher candidates (including the author’s). Using existential themes of language, wonder, and temporality the study reveals that being-as-teacher candidate is dynamic, fragmented, and limited in possibility. Implications for teacher education are discussed. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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