The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

教师的关键作用表明，评估教师的身份建设有助于教师教育者了解教师的变化，并根据他们在教师教育计划中的需求设计材料。但是，从长期来看，只有很少的研究集中在评估伊朗职前教师的身份。为了弥补这一差距，职前教师教育计划的贡献包括三个阶段，即参与，学习和激活评估了德黑兰一所学院的八名岗前教师的专业身份建设。一年前收集了课前和课后访谈，两篇反思性文章，十篇观察笔记和两篇教学表现，并根据扎根的理论和话语分析进行了分析。研究结果表明，参与者从参与到学习，从学习到激活产生学习阶段的身份发生了两个重大变化。相位作为峰值变化。总体而言，参与者的身份被确定为三个主要转变：从承诺的评估到模式的承诺，从一维到多维的感知，从问题分析到解决问题的技能。当前的发现可能会通过设计符合职前教师需求的本地课程来促进教师身份的构建。它还可以通过评估教师的表现质量和开发教师评估工具来帮助教师教育者。