Conference Program

This paper presents research conducted within the Doctoral Program in "Educación y Comunicación Social" at the University of Malaga, carried out in cotutelle with the Doctoral Program in "Theory and Research in Education and Social Sciences" at Roma Tre University. The study aims to investigate the role of university internships in shaping the professional identity of future teachers, focusing on the relationship between university tutor and student in the Bachelor's Degree Program in Primary Education Sciences. Specifically, drawing from a comparison with the Malaga model, the research sought to understand whether and how the internship experience influences the narrative construction of teacher identity, to identify the elements that characterize an effective educational relationship with the tutor, and to analyze the processes that promote engagement, reflexivity, and professional development.

The methodology adopted was a case study with a narrative approach involving three third-year students enrolled in the Primary Education Sciences Degree Program. Data collection instruments included a field journal, observations, and semi-structured and narrative interviews, aimed at exploring in depth the subjectivity of the participants and the reflective processes activated during the internship.

Preliminary findings highlight how the relational dialogue with the tutor, understood as a "significant other," fosters conscious growth by supporting the ability to plan, act, and reflect in an integrated manner. The internship experience emerges as a dynamic space of care for oneself and others, within which the ethical and reflective dimension assumes centrality in the construction of professional identity. This leads to a reflection on the need to strengthen tutoring models based on authentic and reflective relationships, valuing narrative as a formative tool, and promoting university pathways capable of integrating theory, practice, and personal development within a perspective of lifelong learning.