In order to discern how reflective practice functions in an interactive context, this chapter offers an initial approach to understanding how pre-service teachers construct and represent their teacher identities, using a series of interactions designed to stimulate joint reflection in the framework of the proPIC project. The analysis focuses on the use of personal pronouns as a means of understanding the arguments on which the participating students construct their individual teacher identities. The authors first identify the personal pronouns that the students use to transmit their teacher identities and then provide examples of how these identities are developed by using the pronouns in the course of the reflective interaction. [For the complete volume, "Promoting Professionalism, Innovation and Transnational Collaboration: A New Approach to Foreign Language Teacher Education," see ED624249.]