The interest of this article is to describe the current state of the professional identity of teachers in training through the analysis of the dynamics of recognition. It was made within a non-experimental, transversal, qualitative descriptive method and hermeneuticapproach design. Among the most outstanding results, is that 80% of the students still have no clarity regarding the definition of being teachers, therefore denote lack of identity as opposed to its role as a professional. Likewise, the focal group compared the decision responses to be teacher must generate a special analysis because 76% of the students who participated did not respond, which suggests that the vocation is weak and it has been motivated by aspects such as the cost of the degree or its easy access, which favors that with or without vocation people being children pedagogue or special teach.