cc-by-nc-ndMartínezDJC Castro-CarrascoPJ OyanadelC PaltaING Sandoval-DíazJ Pérez-ZapataDavid Cuadra Martínez2025-06-052025-06-0520240258-6444https://hdl.handle.net/20.500.12740/22632Objective. To compare the levels of professional identity among Chilean traditional and non-traditional pedagogy students, considering the type of teacher itrainer, academic progression, and the predictive capacity of these two variables on the professional identity. Method. A cross-sectional design with a non-random sample of 702 Chilean pedagogy students was used. Measures included professional teacher identity, identification with the teacher trainer, and the academic level of the students. Results. Non-parametric tests revealed differences in professional identity levels, identification with the teacher trainer, and the predictive model of professional identity between traditional and non-traditional students. These findings are discussed considering the existing literature. C1 [Martinez, David Jorge Cuadra] Univ Atacama, Dept Psicol, Copiapo, Chile. [Castro-Carrasco, Pablo J.] Univ La Serena, Ctr Invest Teor Subjet, La Serena, Chile. [Oyanadel, Cristian] Univ Concepcion, Dept Psicol, CONCEPCION, Chile. [Palta, Ingrid Noemi Gonzalez] Univ La Serena, Dept Psicol, La Serena, Chile. [Sandoval-Diaz, Jose] Univ Bio Bio, Ctr Estudios Nuble, Chillan, Chile. [Perez-Zapata, Daniel] Univ Birmingham, Sch Psychol, Birmingham, England. C3 Universidad de Atacama; Universidad de La Serena; Universidad de Concepcion; Universidad de La Serena; Universidad del Bio-Bio; University of Birminghaminfo:eu-repo/semantics/openAccessProfessional identityinitial trainingteacher in educationnon-traditional studentteacherPsychologyArticulo de revista10.15517/ap.v38i137.54423