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 fac-tors 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 i-dentity.%职前体育教师处于教师专业发展的起步阶段，其对“我是谁”即专业身份的认知是发展的基础。职前阶段教师的专业身份并不稳固，因此应帮助其建构作为教师的专业身份，从而获得自我认同感。本研究在理解职前体育教师专业身份建构内涵的基础上，提出建构的理论基础包括社会建构理论和批判性话语分析理论，影响专业身份建构的因素包括关于教师专业身份的前概念、大学期间的学习和实习期间的体验。提出应培养职前体育教师的专业信念、调整体育教师教育类课程、提供专业身份建构的协商平台、创设职前体育教师专业共同体，从而帮助职前体育教师建构专业身份。
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