This research intends to find out the teacher identity-forming process in public nursery school by using TEM (Trajectory Equifinality Model) and examine the features of the formation process. As a result, it is shown that the forming process is divided into perceptive, formative and tentative stages, and that transfer to other nursery school becomes the catalyst for teachers to make the concept of ideal childcare to establish their individual identity as nursery teachers. Study on the features of the forming process indicates that: (1) identity-forming process is not only performed personally within the teacher but also largely affected by another person or the practice community consisting of nusery shool teachers; (2) distinctive practice provided by each nursery school serve as a base for teacher identity-forming process.

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