The analysis of PI of teachers in Latvia is based on the understanding of a person’s professional and individual growth throughout life (“life career”) (Patton, McMahon, 1997), comprehensive and dynamic development in the main spheres of life (work, family, leisure) (Sharf, 2006), as well as on understanding of human social activity (Wolfe, Kolb, 1980) and efforts for achieving a condition in which it is possible to satisfy the personal needs, correlations of personal and professional development and reach a sense of life success (Lāce, Miķelsone, 2012). The aim of the Grounded Theory research was to explore and conceptualize the practicing teachers’ perception of their professional identity. The research sample consisted of 72 practicing teachers. 44 were master students of the professional master study programme „Teacher” study module “Education for Well-being and Cohesion” taking the course „Educator’s Professional Identity and Pedagogic Mastery” and 28 were practicing teachers of the Professional Development Programme of Teachers-Mentors. Analogies (metaphors) and narrative essays have been used as the techniques for identifying concepts of PI. Word frequency list and key-word-in-context list techniques were used to carry out computer-aided content analysis. The outcome of this research is the content of teachers’ PI discussed and analysed in the light of various theories and in close link with the concepts of “professional career”, “personality development”, “career” and “self-concept”. Based on the keywords provided by teachers, the teacher’s PI structure consisting of 4 components: professional “self-concept”, harmony of professional identity, successful self-determination and creative professional activity was elaborated by adding criteria notions, as well as the content analyses of teachers’ narratives was used to identify PI development statuses.

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