The article presents the results related to the characterization of the teaching professional identity according to the conceptions of graduates in training.The study was of a qualitative type with an ethnographic focus, developed with undergraduate students from a public university in the City of Pasto.The answers obtained arose from the triangulation of the testimonies presented by the future graduates, in three moments: semi-structured interviews with the participation of 29 students -13 women and 16 men-; 10 autobiographical narrations developed by 3 women and 7 men; and a focus group with the voluntary intervention of 8 people -6 women and 2 men-.Regarding the characterization of the educator, three different perspectives were proposed that allowed an approach to the identity of the same, such as: exercise in the classroom, dealing with students and permanent academic preparation; this, as a whole, constitutes one of the most relevant elements in the identity of the teaching staff.It should be noted that each contribution made by graduates in training about the characteristics of the teacher, allows us to expand the view towards those units of meaning that contribute to the construction of the educator's identity and, likewise, are priorities for the reflection of both graduates in training about their future professional practice as well as for practicing teachers.