The present communication is part of the project "The professional identity of teachers studies". The objective of this project is to investigate the training received by students in kindergarten and primary grades in the Faculties of Education of the Autonomous Community of Andalusia.

We studied the incidence that the experiences of the school stage students in initial training, as well as, the professional identity they acquire during their initial training. This research project is coordinated between various universities in order to have a complete view of the studies of Teaching in Andalusia. The project involves the universities of Jaén, Almería, Cordoba and Cadiz and coordinated by the University of Málaga. This project is performed in three phases. In the first phase, we reviewed the stories of the first year students of Primary degree to deepen their previous school experience.

In this paper we present the work done in the second phase. We start from the collective stories of students in fourth grade year of the primary and infant degree at the University of Almería. We inquire into the experience of their initial training.In the third phase we will make the discussion of the results with the academic and educational community (authorities, teachers and students) and   representatives of professional groups, teachers from other educational levels, other educational institutions, etc.

Thus we want to have a comprehensive view of the type of initial training received by future teachers and how this training is affecting their future work activity and on your way to understanding the teaching profession and how this affects training related to learning , teaching, knowledge, students, school curriculum, etc.

The focus of research is related to the tradition of socio-critical research, and in particular the socio-constructivist perspective (Gergen, 1985; Kincheloe, 2001; Wenger, 1998; etc.), which analyzes the teaching identity as a collective dimension, historically constructed and that affects the action of the subjects

We think that this will provide important elements to improve teacher training and thus the professional activity of teachers. In this respect, Rivas (2009) speaks of "life stories" as realities that open up new and promising possibilities for thinking about the teaching work and teacher training. The life histories allow that everyday experience is a source of professional knowledge of teachers. Also Marcelo and Vaillant (2009: 46) says: "The initial training, insertion and professional development should be much more interlinked to create a coherent learning and development system for teachers".

The project seeks to answer the following questions: What contributes the initial teacher professional development? What educational experience living future teachers in their professional studies? What kind of professional identity is generated in the training period, and how the university culture contributes to the initial training?.

 The objectives in this phase of the project will focus on:

 a) Know the school experiences of students in teaching and type of professional identity that is generated throughout their school years

 b) Analyze training experience in the faculties of education

 c) Identify and evaluate the necessary changes in initial teacher education to improve future professional practice.

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