The great changes in pedagogy in its attributions, and performance contexts are demanding actions that lead to greater levels of clarity and definition. And in that sense, we believe the Practicum can be an excellent platform for contact with the workplace.
There are several studies that have addressed the topic of "professional identity" (Merseth, Sommer & Dickstein, 2008; Feen-Calligan, 2005) making clear how the identities of future professionals are tuned, challenging, and sometimes , strengthened during the course of the practicum. The term identity is used to describe the collective identity of a profession and one's sense that each individual has of their professional role. The contribution of Qualls, Segal, benighted, & Kenny (2005) draw a series of guidelines designed to clarify and strengthen the professional identity. Nationally, the work of the ANECA (2005) have addressed the topic of the professional profile of the teacher.

Global University Network for Innovation (2009). La Educación Superior en Tiempos de Cambio: Nuevas Dinámicas para la Responsabilidad Social. Madrid: Mundi-Prensa. Merseth, K.K, Sommer, J. & Dickstein, S. (2008). Bridging Worlds: Changes in Personal and Professional Identities of Pre-Service Urban Teachers. Teacher Education Quarterly, 35(3), 89. Retrieved from http://www.teqjournal.org/. Feen-Calligan, H.R. (2005). Constructing Professional Identity in Art Therapy Through Service-Learning and Practica. Art Therapy Journal of the American Art Therapy Assoc, 22(3), 122. ANECA (2005). Título de grado en Pedagogía y Educación Social: Libro Blanco. V.1. Madrid: Agencia Nacional de Evaluación de la Calidad y Acreditación. También en: http://www.aneca.es