Approach 3: Non-structured approach.

*'The children said that it was important to reflect first, talk, and suggest di*ff*erent ways to meet the challenge and to defend choices made, to think and then think again.'*

*'I asked them what reflecting meant and they told me, 'reflecting involves thinking and making joint decisions together.'*

*'During the joint reflection, they said that now they understood that reflecting and giving your own opinion is not the same as fighting or getting angry with each other.'*

#### *3.3. Qualitative Analysis on Identity Construction*

We conducted an additional analysis of the sixty-three narratives per instructional approach to obtain information on the perceptions the pre-service teachers had on professional identity construction while describing the nine cooperative activities in the three approaches. The analysis of the first narrative on professional identity provided 73 units. Meanwhile, the second narrative, corresponding to the semi-structured approach, provided 67 units, and for the non-structured approach, the analysis provided 89 units. In addition, 43 units were obtained from the analysis of the transcribed focus group on professional identity. The corresponding assessment was also undertaken by two members of the research team, and then they came to an agreemen<sup>t</sup> on the information. The work was subsequently revised by the rest of the authors, who were in agreemen<sup>t</sup> with the approach analysis (88% for first narrative analysis and 90% for the second and third narrative analyses). Table 6 presents the most significant comments extracted from the analysis of the students' narratives for the four dimensions of identity construction.

**Table 6.** Student reflections on identity construction: dimensions, approaches, and associated explanations extracted from the students' narratives.
