Formation of a university lecturer's self-concept involves definition of self-identity as a university teacher and awareness of personal teaching philosophy. It is essential for a university lecturer to be aware of own views, beliefs and attitudes as all these factors influence the teaching process. The system of views, beliefs and values creates a personal philosophical basis for instruction affecting the choices made in real teaching situations. A lecturer's idea of personal professional identity affects effectiveness of work, professional growth, readiness to adjust to the changes, etc. A trend of teacher education in Estonia today consists in the involvement of practicing teachers in the professional education of teachers. The task of taking up the position of a university teacher presents a challenge to schoolteachers (different context of teaching, expectations to do research work). It is an opportunity for professional growth which may simultaneously cause inner conflicts or problems with professional self-identity. Research on teacher's identity observes conflicts between ideal self, ought self and actual self and the effect of these conflicts on the formation of professionalism. Substantial discrepancies between identities cause emotional problems as well as problems with motivation. This also applies to university teachers - the new role (of a teacher educator) brings about new ideas of ideal self, ought self and actual self which may be in conflict with the prior idea of what a university teacher should be like. It is important to define for oneself the areas in which a teacher educator differs from a schoolteacher and to consider what it means from the point of view of professional identity; to become aware of how the changing identity after taking a new role relates to the planning and formation of professional development or how a teacher's occupational identity changes at transition from the role of a schoolteacher to that of a university teacher. It is important to be aware of what kind of a model does a teacher educator provide for students after taking up the role of a university teacher or when teaching at a university but still practicing at school? This presentation introduces research based on photo-interviews on university lecturers' (who have previously worked as schoolteachers) views on teaching, occupational identity and professional growth. The photos serve as a stimulus that enables to start discussions with educators on their instructional awareness and professional growth. Acknowledgement of personal identity is an important step for a teacher fostering professional growth and helping to achieve emotional balance and professional well-being. Keywords: professional self-concept, professional growth, university lecturer, teacher educator