This paper discusses initial findings on teacher identity, as perceived and negotiated by four pre-service secondary-school teachers during an action research project at a regional university. Through systematic collaborative reflection, the group explored the dissonance between theory and practice in order to make sense of their emerging teacher identities. Major themes evident at this stage in the research include the influences of teacher education; the secondary-school context; and ways in which the discourse of technical competence permeates views on teaching. Key factors that enabled or hindered the starting construction of teacher identities by participants are discussed; acknowledging that "becoming a teacher" is an ongoing process. Initial interpretation of collective and individual reflections suggests that tensions experienced during teacher induction require careful examination in order to promote professional learning rather than to constrain it. Choices about forming a teacher identity need to be consciously informed so that teachers can enter the profession with a developing sense of self-efficacy and professionalism. (Contains 1 table.)