000095386 001__ 95386 000095386 005__ 20230111103831.0 000095386 0247_ $$2doi$$a10.5209/rced.63374 000095386 0248_ $$2sideral$$a118814 000095386 037__ $$aART-2020-118814 000095386 041__ $$aspa 000095386 100__ $$0(orcid)0000-0002-7686-5209$$aFalcón Linares, Carolina 000095386 245__ $$aConstruction of teaching professional identity during initial training as teachers [Construcción de identidad profesional docente durante la formación inicial como maestros] 000095386 260__ $$c2020 000095386 5060_ $$aAccess copy available to the general public$$fUnrestricted 000095386 5203_ $$aEducation requires qualified professionals who are prepared to adapt to the challenges of the moment. Moreover, committed and motivated people are needed, who find meaning and fulfillment in what they do. Demotivation and abandonment of many students and beginner teachers are an international concern. The purposes are to expand the understanding of the teaching identity in its beginnings. Qualitative research has been carried out with two phases: a) the thematic analysis about professional identity stories of future teachers with different training/guiding experiences; and b) a case study during the development of a vocational guidance program with professional portfolio. The results highlight the group participating in an orientation program with professional portfolio. Those who have worked with the portfolio of guidance are aware of the process of strengthening their professional identity. They analyze the subjects from a competence perspective and assume challenges aimed at satisfying their vital projects. They define more references for their professional identity and value the learning experiences in the college. The other students place the development of the professional identity in a future time and do not integrate learning with the personal and professional profile. However, of all of them, those who have participated in the competence/reflective approach of training show emerging professional identity features and describe more references for their development. The conclusions point to the need for students to assume an active role of authorship regarding their professional identity since entering the faculty. Accompaniment is the key, facilitated by pedagogical tools such as the ePortfolio or similar. 000095386 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000095386 592__ $$a0.466$$b2020 000095386 593__ $$aEducation$$c2020$$dQ2 000095386 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000095386 700__ $$0(orcid)0000-0003-2380-8662$$aArraiz Pérez, Ana María$$uUniversidad de Zaragoza 000095386 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac. 000095386 773__ $$g31, 3 (2020), 329-340$$pRev. complut. educ.$$tRevista Complutense de Educacion$$x1130-2496 000095386 8564_ $$s1212267$$uhttps://zaguan.unizar.es/record/95386/files/texto_completo.pdf$$yVersión publicada 000095386 8564_ $$s543178$$uhttps://zaguan.unizar.es/record/95386/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000095386 909CO $$ooai:zaguan.unizar.es:95386$$particulos$$pdriver 000095386 951__ $$a2023-01-11-10:08:55 000095386 980__ $$aARTICLE