Prácticas pedagógicas en la construcción de la identidad del docente en formación inicial (México)

This research is qualitative with a phenomenological interpretation framework. Its purpose is to know how Pedagogical Practices contribute to the construction of the identity of the teacher in initial training. Through a semi-structured interview, we spoke with five normal students, from the seventh and eighth semesters of the Bachelor's Degree in Primary Education at the Benemérita National School of Teachers. During a process of sensitizing, synthesizing and analytical categorization, two categories are defined as elements of significance: firstly, the Assessment of teaching, because despite having references of what it is to be teachers, these are transformed just as the reality; and, secondly, Accompaniment experiences: the role of the tenured teacher, here it is manifested as the teacher's identity goes through a process of alterity, to recognize themselves as subjects. It is concluded that the process of identity construction is framed by personal elements, even before entering the teaching profession, and social elements, that the teacher in training is tracing a trajectory that will lead him to find his own teaching style.