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Today there is a strong critique of teacher training, therefore several actions have launched intended to strengthen initial teacher training and educational identity. However, it seems that these actions have not been sufficiently effective. From research conducted in the framework of a doctoral thesis, we will present the characterization of challenging educational environments and of the profiles of future educators emerging when immersed in these environments. The characterization of both of them, and their dynamic relationships, enables configuring the concept of Propensity to Teach, foundation for the construction of pedagogic identity, through the use of Fuzzy Theory.

Caracterización de Ambientes Educativos y la Propensión a Enseñar, y sus Relaciones Dinámicas, a través de Modelamiento Fuzzy e ID3 Fuzzy