C. Lobato, N. Guerra

The University of the Basque Country (SPAIN)
According to numerous investigations of teacher identity, is set through the articulation of a number of factors related to the personal history of each teacher; the motivation and expectations with which access; beliefs and pedagogical thinking; social representations of the profession and the understanding of the processes of modeling of the curriculum, and the path and teaching experience among others.
Also, the construction of the teacher professional identity of students, trainee, is strongly deeply rooted routines of who were their teachers in previous levels of the educational system; in the most significant experiences built with the family during the childhood and in the process of vocational training colleges and schools where they do the practices.
Due to the special characteristics surrounding the profession of teaching or teacher, are involved in the career choice both intrinsic reasons as extrinsic. But at the same time the motivation is conditioned by expectations and powers that play an important role in the professional choice
With the increase in enrolment for the degree of master of childhood and primary observed at the University of the Basque country and the challenge of achieving a quality in the formation of these future educators arise some questions concerning the configuration of their professional identity: first year pupils and students who finished the race, do motivations driving them to the degree of master of childhood and primary?, what hope to achieve with this degree? What are looking for with the performance of this profession.
In the perspective of the teacher professional identity, this study raises to explore some of the factors that influence in its construction. It aims to determine the motivations, interests and expectations that students declare having to initiate studies of the degree of master in the University of the Basque country. The methodological framework is both the quantitative approach, as a qualitative, that allow you to compare and integrate the data and analyses obtained with a questionnaire.
Finally, this study has led to the conclusion that current teaching students move through a series of motivations and expectations that are primarily concerned with vocational altruism, social prestige and the quality of life that the teaching profession seems to offer at the present time.
The relevance of this study lies in the importance of identifying the motivations and initial expectations of students to later determine the variations due to the formative process of the curriculum and describe the characteristics of the professional educators of children and primary identity built along the performed training curriculum.