This work corresponds to one phase of the research project called “The professional identity in Teacher's Degree studies”, whose progress has been shown in various conferences as ECER-2012, held in Cádiz; ECER-3013, held in Istanbul and ECER-2014, held in Oporto. This research, in which are involve five Spanish universities: Almeria, Cadiz, Granada, Jaen and Malaga, intends to know how the professional identity of the new teachers is built; and how their previous training to the university studies, the first five years of professional work and their university studies themselves influence the construction of this professional identity. This work studies the perception that the students of the fourth year of the Teacher Degree in Early Childhood Education, in the University of Jaen have of the training received during their University studies.

Studies conducted by Graber (2013) indicate that there are various factors that influence the construction of the pedagogical beliefs of the students of the Teacher Degree, depending on whether the students give more weight to the pressure to meet the expectations of the teachers and to the importance of getting good marks (outcome-oriented students) or to the importance that their tasks have for their subsequent  professional performance. In the same way, a study conducted by Cologona (2012) shows the importance that the students give to the acquisition of practical skills in order to help children to develop their capacities (learning-oriented students). All of this confirms that teacher training is a complex process in which, sometimes, is necessary to abandon the preconceptions about the nature of teaching; something to which university teachers can contribute, or not (Rivas Flores, Pérez Ferra, Léite Méndez, Quijano López y Núñez, 2013).

Thus, the opportunity to address the pedagogical beliefs developed by university students is considered through the following objectives: a)- To know and analyze the training profiles developed by the students of the fourth year of the Teacher Degree in Early Childhood Education; b)- To determine the effect that the professional action of university teachers has in order to define the professional identity of the students of the Teacher Degree; c)- To promote in the students the reflection and critical sense that allow them to analyze both the beliefs which they have developed and the possible improvement actions to undertake.

Cologona, K., (2011). Confidence in their own ability: postgraduate early childhood students examining their attitudes towards inclusive education. International Journal of Inclusive Education, 16 (11), 1155-1173. http://www.tandfonline.com/action/ showCitFormats?doi=10.1080/13603116.2010.548106. Localizado en: http://dx.doi.org/10.1080/ 13603116.2010.548106 Grabera, K. C. (2013). Studentship in Preservice Teacher Education: A Qualitative Study of Undergraduate Students in Physical Education. Research Quarterly for Exercise and Sport, 41 – 51. DOI:10.1080/02701367.1991.10607517. Localizado en: https://www.google.es/?gws_rd=ssl#q=Grabera%2C+K.+C.+(2013).+Studentship+in+Preservice+Teacher+Education:+A+Qualitative+Study+of+Undergraduate+Students+in+Physical+Education.+Research+Quarterly+for+Exercise+and+Sport%2C+41+%E2%80%93+51.+DOI:10.1080%2F02701367.1991.10607517+ Rivas Flores, I., Pérez Ferra, M., Léite Méndez, A., Quijano López y Núñez, C. (2013). Previous Pedagogical Beliefs of Freshmen of Teacher Education.European Conference on Educational Research. Localizado en: http://es.slideshare.net/nachorf1/ presentacionen-ecer-2013