We present some progresses of the current research project we are developing called "The professional identity of teacher studies”. It aims to analyse the training received by students in the faculties of education in the Autonomous Community of Andalusia, especially in the degrees of pre-school education and primary education. To that effect we enquiry about the influence of the experience as school student in their training and what kind of professional identity they are generating along the formation period and after five years of activity as teachers.

We present some results from the second phase of the research project: The analysis of the teacher students experience accounts in the college

This research pretends to analyse the experience of teachers in training through narrative perspective and life stories resources. It allows us get processes of interpretation from experience and the views of the subjects according to Hollingsworth and Sockett (1994). This research perspective arises from the orientation known as "research professor" connected with the revisions of Goodson (1981, 1995 and 1996), mainly disclosed widely (Ball and Goodson, 1985; Goodson and Walker, 1991; Goodson and Hargreaves, 1996; Goodson and Sikes, 2001) and occupy a place in educational research from the work of Clandinin and Connelly (1992, 1994, 1996, Connelly and Clandinin, 1990, 1994, 1995, 2000), McEwan, Egan (1998), Sikes (Packwood and Sikes, 1996; Sikes, Measor and Woods, 1985) and Hargreaves (1996, 1999).

Therefore, the discourses of teachers become central as a manifestation of their own identities and the interpretations they attribute along their experiences (before to be trained all studies long and afterwards). From this idea, we conclude they are active participants in their construction as professionals, We means, how a teacher build his/her identity in a postmodern era? Authors such as Castells (1999), Beriain (1996), Touraine (1994), Beck (1993), Luhmann (1991), Bauman (2003) and Giddens (1991) used the concept of crisis of identity in contemporary contexts. Institutional training scenarios play a key role in how they generate and manage these crises by the subjects involved.

In the specific case of the teacher in training, most analyses are about how teacher identities are carried out revealing the conflict generated between the expected professional practice and the training received. In this way, students manifest the low incidence and expectations of the academic formation in college for their career and employability. They question the model of the studies in front of the school reality requirements. The profession is learned, according to their voices, in the school practice itself. In this complex scenario, the period of professionalism extends, such as Huberman (1993) says, about five years; in this sense Lave and Wenger (1991) contribute that not only the professional identity of novice teacher builds through the following sources: knowledge students, learning to teach, discover the culture of their school, etc., also, at the same time, the teachers of the school that a novice belongs to, will redefine their identities, creating a process of identity construction from training experience, which according to Wenger (1998) is a shared construction through their participation in the previous school life .

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