I have been working for helping pre-service education for more than 3 years. through this experience, I began to develop how Freire's dialogic methods can help preservice teachers active participate in polifical project for the social change and incorporate critical pedagogy in rethink the formation of teacher identity and ideological discourse. Mostly the question I asked my student teachers was whose knowledge was taught in school, whose knowledge is worthwhile to teach in the classroom, what some knowledge cannot be counted as important and valuable knowledge in mainstream education, how can we make those knowledge important? More importantly, I alos think about Giroux's idea: make political more pedagotgical and pedagogical more political. My student teachers may not recognize their actions and activity in the classroom associated with the process of ideological formation which lead them to make a very specific decision-making. How can we, as teacher educators make our students make political more pedagogical and pedagogical more political? What are the social contribution Freirian dialogical methods embodied? How do we know who produce knowledge what we justify our action in the classroom?