The aim of this study was to examine how Physical Education pre-service teachers construct their Professional
Identity [1, 2] through their daily practices. A non-participant observation was made, included field notes, videotaping of
the daily practices and interviews. The findings show that the pre-service teachers: (i) make a set of tasks: planning, class
management, reflecting, participation in school activities and meetings (ii) improve their teaching skills because they’re
working within a community of practice (iii) experience some anxiety in the beginning of the practicum, overcome with
the raise of confidence and believe that their responsibility overflows the lessons context.