ABSTRACT
The development of a life-task goal to become a teacher emerges from transactions within immediate contexts that are embedded within a broader social-historical context. The processes involved in the goals that emerge after one becomes a teacher will be similar to our discussion of the development of the goal to become a teacher. The processes of developing understandings of what it means to be a teacher and how one becomes a teacher occur over time. Teaching is a bit unique in that most of us spend years in classrooms, which helps us develop our own perspective of what it means to be a teacher. In the beginning of the process of developing and working toward the life-task goal to become a teacher, there is uncertainty about what “becoming a teacher” means and the strategies and skills needed to be a teacher.
