ABSTRACT The teacher’s formative process is developed by a critical reflective response to the paths of life, the profession, and its practices. The teacher’s formative process analysis should consider the process’s objectives (theoretical, practical, and emancipatory), and the dimensions that make up the teacher (person, practices, and profession). As a result, this study aims to introduce the elements that outline the categories stemming from the relationship matrix between the objectives and the dimensions, and use them to analyze a formative […]