This book is about how three EFL student teachers constructed and reconstructed their professional identities in a pre-service teacher education program in China. Drawing upon data from interviews, field observation and the pre-service teachers written reflections, the study explores the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggest that pre-service language teachers develop and modify their identities through engaging in cognitive learning, interacting with different socializing factors, and experiencing various emotions...