This paper is about how teacher students become a teacher. The main question is “How is it to become a teacher?” with emphasis on become. Other questions linked to the main question are a) in which way does the daily life affect the development to teacher? b) how can I describe that affect? c) what is significant from the students point of view in their development to be a teacher? d) provides meeting between everyday life and school, help the understanding of the process?

There’s a lot of scientist around the world interesting about a kind of meaning and deeper understanding in the teacher education today.

I started with a phenomenological background where Edmund Husserl introduces some thoughts about what phenomenology is. But Husserl isn’t a main author in this work, main authors are instead Husserls students Alfred Schütz, Maurice Merleau-Ponty, Martin Heidegger and there students Hanna Arendt and Peter L. Berger & Thomas Luckmann. The phenomenological method is discussed in the psychotherapeutic field as well and though I use the theoretical concept “life world” I can inspire by, for instance, Emmy van Deurzen, Ernesto Spinnelli and Max van Manen. Van Deurzen gives the life world four dimensions. They are the physical, social, personal, spiritual and the materialistic dimension, the last one added by me. By using these five dimensions I can analyze and understand the students’ stories when they talk about their life as teacher student. Six students have given me a personal life story. All of them have, according to Schütz, Berger & Luckmann, developed a unique relevance structure affected by the life and experience. This relevance structure is the base for how they meet the teacher education and affect their unique experience of it. You can say that the relevance structure is based on what identity you already have and it affects the process of the teaching identity you are becoming.

The meeting between everyday life and education is expressed when the student encounter obstacles to became that teacher they expect to be. To describe this meeting I use horizons as concept (Berndtsson, Inger, 2001; Van Peursen, Cornelius A., 1977). On the opportunity horizon students define obstacles that force them to the action horizon where they develop strategies to become a teacher.

Arendt, Hannah (1998) Berger, Peter L. & Luckmann, Thomas (1998) Berndtsson, Inger (2001) Goodson, Ivor F. & Numan, Ulf (2003) Goodson, Ivor F. & Sikes, Patricia J. (2001) Heidegger, Martin (1993). Husserl, Edmund (1992, 2002, 2004) Johansson, Anna (2005) Karlsson, Marie (2006) May, Rollo (2005) Merleau-Ponty, Maurice (1999) Pérez Prieto, Héctor (2000, 2004) Schütz, Alfred (2002) Spinelli, Ernesto (2005) Van Deurzen, Emmy (2003) Van Manen, Max (1990)