La maestra de educación infantil en sus primeros años de trabajo: de la formación inicial al ejercicio de la profesión

In the process to construct the professional identity of the preschool teacher, the aspect of exercising the profession during their first few years of work affects not only the process of identity construction, but also their transition into employment. This paper outlines the complexities faced by preschool teachers in their first work experiences. The research used a multiple case study method, with narrative biographies of nine early childhood teachers from the same university in their first three years of work. The results show the following complexities: the support needed by beginning teachers, which becomes a key factor for transition into employment; the meaningful learning that contributes to their professional development; working conditions that directly influence the pedagogical work; and complex work situations experienced with actors in the educational community.