Identidad profesional docente. Un acercamiento desde la perspectiva de profesores en formación

The focus of this study centers on investigating the identity of future teachers during their initial training at the Normal School and the aspects that influence its construction. Therefore, the design of this qualitative research corresponded to a phenomenological perspective. Semi-structured interviews were conducted with 16 students—from the fourth and eighth semesters—of the bachelor's degree in elementary education at a Normal School in Mexico. The results indicate that the biographical dimension of professional identity is relevant because through it, normalistas integrate new ideas about teaching as a profession. During initial training, and especially in professional practices, this construct evolves significantly. Thus, it is understood that future teachers gradually integrate work-related aspects of teaching into their professional identity and increasingly complex ideas about the teacher's work.