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This paper presents and analyses a story of empowerment for tradespeople in training as technology studies teachers in secondary schools. In the past, changes in identity required by the transition from manual to mental labour had appeared to be so difficult that negativism and projection characterised these groups, throughout their teacher education program. An action research project, conducted in their Educational Psychology classes, sought to improve this situation, resulting in profound changes in their actions both at the training institution and in their schools. Implications for providing appropriate conditions for reflection and empowerment in teacher education generally are discussed.