This research was aimed at finding out: (1) the memories of teaching practice reveal about the sense of being a teacher; and (2) how I develop the sense of being a teacher through teaching experiences. This teaching practice was conducted in 2017. This study focuses on the sense of being a teacher from the self-image included the teaching context, teaching experience, and biography of the pre-service teacher, self-identity to pedagogical or didactical expert, and how I develop the sense of being a teacher during the teaching practice. This data was collected through the pre-service teacher diary. The results showed that the sense of being a teacher appeared from the biography of the pre-service, the microteaching class  and continued to the teaching practice. The experiences, both in microteaching class and teaching practice helped me in solving the problem in the teaching context. Self-identity is the second part in the sense of being a teacher that used to find out whether I was as a pedagogical expert or didactical expert. There were seven ways of how I develop the sense of being a teacher. Those will be explained below.

Key words: narrative inquiry, teacher identity, teaching practice, sense of being a teacher.