Construction of Teacher Professional Identity through Initial Training

The construction of a professional identity is key element in the transition to teaching profession, which begins its development at initial training, especially during training courses. Purpose: This article collects experiences related teachers who graduated from two state universities Santiago Metropolitan Region Chile. Methodology: Interpretative-qualitative research was carried out, framed phenomenological design. Semi-structured interviews were applied 10 course Primary Education Teaching 2014 and are still practicing profession school system. Categories subcategories created their tellings, establishing relationships between teacher training. Results: study shows that value regarding values, discipline, different contexts as constitutive elements identity. However, both groups describe unsatisfactory situations experienced beginner teachers, where they recognized weaknesses for overcoming complexities context. Conclusions: points need strengthen articulation process university onwards support educational establishment.