This article examines the development of future teachers’ ability to produce discourse containing “I”/first person singular in which they produce professional knowledge resulting from interactions with their peers and trainers. A qualitative analysis of reflections found in the portfolios of 18 students in pre-service training is based on a grid used to identify reflectivity indices. A case analysis provided a better understanding of the relation between the process of personal description and the training situations. There is coherence between students’ personal preoccupations and the external support from trainers. The findings illustrate the process of internal transformation that structures and regulates these students’ actions.