The importance of studying the identity of university teachers lies in their role as mediators of learning and as key elements in the professional training of new generations. In this sense, and considering that teaching identity is historically and relationally constructed in different spaces of socialization, we report the findings regarding the school trajectories of university teachers, which constitutes one of the exploration axes of an ongoing research project, whose purpose is to investigate how the teaching identity of university teachers is constructed and the way in which they perceive and mean their pedagogical practice. The school trajectory of university professors is important insofar as it reveals their dispositions towards higher education, the type of experiences they have to overcome and face as students, and the type of paths and strategies necessary to develop for an eventual identity as teachers. The qualitative biographical-narrative approach was used to obtain life stories of professors from different disciplines working in a public and a private university. The findings highlight the importance of cultural capital for career choice; student sociability among peers during high school; identification with disciplinary knowledge and knowledge of the chosen profession; experiences and opportunities for collaboration as students with university professors; distinguishing oneself as an outstanding student, and the influence of memorable professors as figures and role models.

"The importance of studying the identity of university teachers lies in their role as mediators of learning and as key players in the professional training of new generations. In this sense, we report the advances of a research whose purpose is to investigate how the teaching identity of university professors is constructed and the way they perceive and mean their pedagogical practice. In the investigation of the construction of the identity of university professors, their school and professional trajectories, as well as their teaching experiences and practices, become important. On this occasion, only the findings related to the teaching trajectory and pedagogical practice of the professors are reported. The qualitative biographical-narrative approach was used to obtain six life stories of teachers from different disciplines working in public and private universities. The narratives on the adequacy of the curriculum and the pedagogical practices of the teachers, as axes of the teaching trajectory, made it possible to investigate how the teachers perceive and mean their pedagogical practice, and an approach to the understanding of the current teaching practice and their identity formation. Among the most important results in these areas are planning and academic freedom in the curriculum; implicit theories of teaching and learning; transmission of values; and the challenges of teaching: the transformation of practices and the relationship with students."