Abstract

Professional identity as an analytical category is a vital focus of study in the course of Educational Philosophy since it allows reflecting the reasons, motives, expectations and perceptions that a first semester undergraduate student from the Education degree assumes as an individual regarding teaching as a profession. Several experiential learning strategies are presented. They are used as tools to construct comprehension processes, interludes to provide a professional identity in students about the responsibilities while being an educator. The results of 37 interviews have shown that learners admitted the historical, social and educational philosophical principles have influenced them while supporting their training projects in simulated practice within the educational area.