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Although deficit-based approaches are still predominant in teacher education, there is a growing recognition of the potential contribution of strength-based approaches to develop a positive professional identity. In light of this observation, we tested out an innovative reflective writing activity, based on positive psychology, with fifty preschool/primary teacher trainees in Quebec. The analysis of these “imprints” allows us to identify various aspects of the trainees’ professional identity, to chart the evolution of the process of identity construction, and to gauge the impact of this type of activity in making this process more explicit.