Construction of the Teaching Position in Future Basic Education Teachers at a Public Ecuadorian Border University

Abstract

The current article investigates the construction of the teaching position among students in the Primary Education Program at the Public Ecuadrorian border university. The docent position is understood not merely as a technical support, but as an ethical, political, and pedagogical stance toward the social reality.  Within an interpretative paradigm and a qualitative phenomenological approach, semi-structured interviews were conducted with pre-service teachers participating in community engagement projects. The results reveal that the student's professional identity evolves from a technical view of classroom practice towards a conception of the teacher as a mediator and social transformation agent, this this evolution is strengthened by the geographical border context and direct interaction with vulnerable communities.