Crisis in the professional teaching identity in undergraduate students in Child Pedagogy. Case study at a public university

The teaching professional identity is shaped in the relationship between educational processes, formative autobiography and the characteristics of teaching cultural. This research article aims to understand the crisis condition in the configuration of the teaching professional identity of the undergraduate students in children's pedagogy of the University of the Llanos. Method: It was developed in the field of qualitative research, from hermeneutic phenomenology with elements of structural semantics and the method of structural content analysis. The information was collected in individual and group narrative biographical interviews. Results: Two semantic categories were revealed: the relationship between the formative paths of the future childhood pedagogue and the crisis in professional identity and the complex interactions between the crisis of the childhood category and the crisis in the teaching professional identity. Conclusion: Students' narratives describe an antagonistic understanding of childhood education, academic, state and magisterial discourses show the importance of childhood education as a process of training but on the other hand in the education system manifests devaluation of knowledge and educational action of the preschool teacher.