This paper tries to define the field of study of teacher education, giving priority to psychosocial elements. Central to this discussion are the processes of construction of professional identity of teachers and supervisors. The study of psychosocial processes is understood as including their stories, knowledge, experiences, representations, feelings and emotions, as well their interactions and practices in the institutional context in which they work. In the investigation of these processes, four interrelated dimensions are taken into account: personal, institutional, pedagogical and cultural.