The project presented here shows the first results of a research about the professional identity that is created in the pre-service education of primary and Early Childhood teachers in 5 universities in Andalusia: Malaga, Jaen, Almeria, Cordoba and Cadiz. We want to know which is the education received by students in the faculties of education in these grades, and the impact of their experiences when they were school students. We also are interested in the way that this education is affected in their professional activity in the future.

The configuration of the professional identity of prospective teachers is a long time process that comes with teachers throughout all their professional life and changes according to circumstances and times in which teachers develop their educational activity. This question can´t be considered an inconsistency due to the professional culture, but the result of an adaptation to the times and situations teachers had experienced.

When we speak about this professional identity, we refer to the disposition and ability of teachers for decision-making at the variety of circumstances and times. The reason to study how this professional identity is constituted is its repercussions in some significant aspects of teachers’ activity as: how to assess, the decision-making about the achievements, mainly the articulation of the innovations, etc. You could say that the professional identity of the teacher is articulated in the synthesis of cultural identity with professional identity.

The reasons argued are enough to analyze, interpret and describe the education that the students of Degree in Early Childhood Education and Primary Education get in the faculties of education, as well as the impact that the previous experiences of students in non-university educational stages have in their education, i.e., the legacy of their teachers. We are interested in analyze which kind of professional identity is raised in this period of the education of the novice teachers.

Furthermore, the analysis of the above mentioned process will allow us to know and to reflect on the professional education model offered by the University and if it makes possible to tackle the demands posed by society or, on the other hand, we continue arguing in classrooms about an encyclopedist model that makes obsolete those models that could be validity if were properly articulate, and cuts the availability of teachers to guess most of the innovation possibilities thoroughly designed. In order to do this, we start from a socio-constructivist model, based on socio-critical tradition and use autobiographical accounts of students in different stages of their education

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