The educational system of Universities has expanded in recent years under the pressure of rapid technological advancements and socio-political changes, in order to incorporate many new professional groups into the study programs. In the context of these ongoing changes, the University is now called upon to prepare students for a - in reality - unknown professional future. Barrow argues that the role of the University in shaping professional identity lies in providing those opportunities that will contribute to the development of the social, critical, cultural, and personal aspects of professional identity. The University's main role is to provide professional education, but at the same time, the University must provide transformative learning and education that involves students as active subjects in the learning process.

The study and analysis of the discourse of students in the School of Fine Arts shows that most of them have a positive view of the pedagogical training provided by the School in order to acquire the necessary skills to enter the educational community in the future. Students in the Department of Primary Education, through the recording of their Practice Journals, engage in a process of relating theory to practice, recording teaching plans, accounting for their pedagogical and teaching choices, and examining and re-examining their educational choices within the framework of reflection. Prospective educators shape and negotiate their professional identity, as they understand and take on the corresponding position of an active educator and a reflective professional.