In the last decades, studies have proliferated that have dealt with elucidating what we understand the professional identity of the teacher (IPD), how it is constructed, what are the factors that influence its development and the dimensions that make it up (Akkerman & Meije, 2011 Alsup, 2008, Atkinson, 2004, Beijaard et al., 2004, Lee, 2016, Monereo, 2010, Monereo, Weise & Álvarez, 2013, Smith & Sparkers, 2008, Varghesa et al., 2005, Trent, 2011). Thus, studies like those of Allen & Wright (2014); Körklö, Kyrö-Ámamälä & Turunen (2016) and Lamote & Engels (2010) highlight the importance of the Practicum in teacher training and the development of its IPD. It is in these spaces where teachers’ conceptions of teaching and being a teacher and educational theories are confronted and connected with what happens in the classroom, providing the teaching students with authentic and situated learning and promoting the application of conceptual tools to specific situations in school classrooms (Körkkö et al., 2016).
The studies that have explored the development of the IPD in the teaching students during their initial training show that this development is linked to the spaces and activities that the future teachers carry out (Akkerman & Meijer, 2011, Hermans, 2003; 2014; Körkkö et al., 2016; Monereo & Badia, 2011, among others). These studies, when they are located at the university level, distinguish between activities that preferentially have to do with teaching or research as capable of producing a differential impact in the construction of the identity of future teachers.
In order to investigate these conceptions, we designed a questionnaire to assess whether the inquiry was contemplated by the teaching students within their IPD. The results show us that, even though they consider that the investigation should be part of their IDP, it is relegated to the last places of the prototypical activities that they believe they will have to carry out in the future as primary teachers. In addition, the students consider that these possible educational researchers carried out within the school classrooms should be carried out, mostly, in collaboration with university researchers since they provide research skills and methodologies that future teachers lack.
The ultimate goal of this research is the design of a training model in the primary education degrees according to the paradigm of Teacher as Researcher (Munthe & Rogne, 2015), following models proposed, among others, by McKenney & Reeve (2013), to provide students with investigative skills and tools so that they are the ones who, autonomously, carry out educational research contextualized to the reality of the classrooms becoming the engines of change in education that society so much demands of the 21st century.