Abstract: Pre-service physical education teachers are at the initial stage of their professional development, their perception of “who am I?”, i.e. their professional identity is the basis of their professional development. Pre-service teachers don’t have a stable professional identity, therefore, it is necessary to help them to construct their professional identity so as to help them gain self-identity. Based on the interpretation of pre-service physical education teachers’ professional identity construction, this study puts forward that the theoretical basis of their identity construction includes social construction theory and critical discourse analysis theory. The factors influencing their identity construction include the pre-conception of teachers’ professional identity, their learning experiences at college and their experiences of internship. The author proposes that measures be taken to cultivate pre-service teachers’ professional beliefs, adjust education curriculum for physical education teachers, provide negotiation platform of professional identity construction, and build pre-service teachers’ professional community so as to help pre-service physical education teachers to construct their professional identity.

Key words: Professional Identity, Pre-Service Physical Education Teachers, Theoretical Basis, Influential Factors, Construction Approach