Practicum is seen as an avenue in teacher education where pre-service teachers have the opportunity to turn theory into practice. Teachers begin to form their identities during practicum. This article examines how pre-service teachers’ identities are formed through the lens of sociocultural theory. Data for the study were gathered through a survey of 522 pre-service teachers from the University of Cape Coast in Ghana after their teaching practicum. Structural equation modelling was used to analyse the data. The article highlights the role of orientation/experience in the sociocultural theory on pre-service teachers’ identity formation. The findings suggest that the assistance provided during the practicum has a direct impact on the development of teacher identity. This impact is partially mediated by professional orientation. In addition, whereas personality characteristics influence teacher identity through orientation, they do not have a direct and meaningful impact, suggesting that orientation fully mediates their effect. Moreover, both the direct and indirect paths from preparation to teacher identity are significant, indicating that orientation plays a role in somewhat mediating this relationship. The study concludes that orientation partially mediates the relationship between practicum support and teacher identity. However, orientation fully mediates the relationship between personality factors and teacher identity. It is recommended that teacher training institutions should improve practicum support, prioritise professional orientation, emphasise personality development, strengthen preparation programmes, implement continuous assessment and feedback, and promote collaboration and mentorship. These measures will effectively develop and reinforce teacher identity through comprehensive and supportive training experiences. © 2025 Unisa Press.
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