Coupled with developing required knowledge, skills and attitude, preservice teacher education is said to influence professional identity of a student teacher. This research aimed to understand professional identity development of prospective teachers who recently completed their 4-year preservice teacher education programme in a public university in Pakistan. To achieve the stated purpose, the research used a case study approach and collected data through semistructured interviews from five preservice teachers who recently completed their preservice education. The data suggested that moral purpose in teaching was the most influential factor in teacher identity development in this region. In addition, the status of teachers in the region, teaching practice, workplace relationships and prospective teachers' own agency influence the way they shape and reshape their professional identity. Although unexplored through a systematic research, teacher identity has been a frequently discussed topic in the context of Pakistan. This paper reports the voices of unheard and less recognized individuals (teachers) from a remote region of Pakistan. It brings forth some significant insights such as the moral purpose of teaching that has received limited attention in teacher identity development.

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“如果没有别的，那就是教学”：巴基斯坦职前教师的职业身份

加上发展所需的知识、技能和态度，据说职前教师教育会影响实习教师的专业身份。本研究旨在了解最近在巴基斯坦一所公立大学完成 4 年职前教师教育计划的未来教师的职业认同发展。为实现既定目的，该研究采用案例研究方法，通过半结构化访谈收集了五名最近完成职前教育的职前教师的数据。数据表明，教学中的道德目的是该地区教师身份发展中最具影响力的因素。此外，该地区教师的地位、教学实践、职场关系和准教师的 自己的机构影响着他们塑造和重塑职业身份的方式。尽管尚未通过系统研究进行探索，但教师身份一直是巴基斯坦背景下经常讨论的话题。本文报道了来自巴基斯坦偏远地区的闻所未闻和鲜为人知的个人（教师）的声音。它提出了一些重要的见解，例如在教师身份发展中受到有限关注的教学道德目的。