Professor in Teaching Training:

“Who am I to talk about Environmental Education?”

Abstract

This article discusses the identity of the professor-trainer in the scope of Higher Education, specifically in teaching degrees, and the challenges faced in training to teach in these courses. As a methodological procedure, it was chosen the qualitative methodology, coupled with a descriptive and exploratory purpose. This study was developed with the participation of professors from different undergraduate courses at the Federal University of Uberlândia (UFU, Brazil). Based on the collected data, it was chosen to build a narrative analysis that intertwined the empirical data collected with the theoretical foundations that guided the research, and with the researcher's interpretations. The results revealed that these professionals experience an identity crisis and, in the case of professors who train in undergraduate courses, this conflict starts, for some of them, from the moment they start their own formation as teachers.