Sánchez Hernández, VerónicaSánchez Hernández, Verónica; 0000-0002-3894-2250Barranco Santiago, Irais Miriam2026-07-082026-07-082026-01https://hdl.handle.net/20.500.12371/33368"Preservice Student Teachers enter the profession with deeply rooted assumptions of teaching shaped by their experiences as students. As they transition from learners to educators, mentoring becomes essential in guiding them through the complex process of professional identity formation. Mentoring provides a reflective space not only for pedagogical competence, but also for social negotiation. This study, conducted at the Facultad de Lenguas of the Benemérita Universidad Autónoma de Puebla, explores how mentoring influences the professional identity of two preservice student teachers with middle school learners from socioeconomically disadvantaged backgrounds. Following Barkhuizen and Strauss’ (2020) framework, this research investigates what facets of professional identity (reflecting, projecting, recognizing, and imagining identities) are present during different mentoring moments: before, during, and after class observation. Anchored in interpretivist and constructivist paradigms (Oliver, 2024), this study views mentoring as a socially mediated process where mentors and preservice student teachers (PSTs) co-construct professional meaning. This research found that the most common facet found before observation was reflecting identity due to their apprenticeship of observation. Preservice student teachers have spent many years with a student identity, that moving to teacher's identity may take some time with several moments of frustration. Furthermore, during the observation moment the facets of reflecting, projecting, recognized appeared gradually. More imagining identity was present once PST noticed what they should improve to have a better teaching practice in the reflection moments. They highlighted the importance of constant professional development".pdfengHUMANIDADES Y CIENCIAS DE LA CONDUCTATeoría y práctica de la educación--Formación de docentes y administradores--Formación continua del profesoradoTeoría y práctica de la educación--Formación de docentes y administradores--MentoresMaestros de inglés--Formación de--Estudio de casosMaestros de inglés--Formación en servicioTesis de maestríaopenAccess