Even though it is widely accepted that teacher identity is transformed as a result of teachers’ participation in a teacher community, little relevant research has been undertaken with pre-service teachers (Clarke, 2008). This narrative research aimed to investigate how student teachers constructed their teacher identity in an English teacher education program. By analyzing student teachers’ written and oral narratives, and their teaching practicum journals, we found that teacher identity construction involves an ongoing process and its development is constantly shifting as a result of teaching experiences and social interactions. Findings also showed that the construction of teacher identity started with some conflicts regarding teacher vocation, target language proficiency, and a misconception about the teacher education program, that student teachers faced in the process of learning to teach. Consequently, those conflicts began to be solved as they interacted with the teacher community and experienced the act of teaching. Finally, student teachers revealed how their conflicts were temporarily overcome, resulting in a new understanding of their teacher selves and recognizing new opportunities for their professional development. A pesar de que es ampliamente aceptado que la identidad del docente se transforma como resultado de su participación en una comunidad docente, poca investigación se ha llevado a cabo con docentes en formación (Clarke, 2008). Esta investigación narrativa tuvo como objetivo comprender cómo los estudiantes-practicantes construyeron su identidad docente en un programa de licenciatura en inglés. Al analizar las narrativas escritas por los estudiantes-practicantes, sus narrativas orales y sus diarios de prácticas, encontramos que la construcción de identidad de los docentes implica un proceso continuo y su desarrollo está en constante cambio debido a las experiencias de enseñanza e interacciones sociales. Adicionalmente, los resultados mostraron que la construcción de la identidad docente comenzó con algunos conflictos respecto a la vocación docente, al dominio del idioma objeto de estudio, y a una idea equivocada sobre el programa de formación docente, que los estudiantes-practicantes enfrentaron al memento de aprender a enseñar. Consecuentemente, esos conflictos empezaron a resolverse cuando interactuaron con la comunidad de docentes y experimentaron el acto de enseñar. Finalmente, los estudiantes-practicantes evidenciaron cómo sus conflictos fueron temporalmente resueltos, construyendo una nueva comprensión de su identidad docente y reconociendo nuevas oportunidades para su subsecuente desarrollo profesional. •Student teachers’ experiences evidence a social co-construction of teacher identity.•Introducing conflicts leads to a sequence that unveil teacher identity construction.•Understanding teacher identity construction through elements of a narrative.•Student teachers’ conflicts lead to new understandings of their teacher selves.