This article presents the results of the elaboration of a didactic mindset aimed at developing the professional competencies needed by future teachers. The sample is composed by a group of Spanish-speaking pedagogy students from the Catholic University Silva Henríquez, Chile, in professional practice. The study sought to improve professional practice on the philosophical and methodological basis offered by the constructivist sociocritical paradigm, systematizing actions and procedures that actively involve the subject, to reveal the integration of the motivational, cognitive, metacognitive and affective components necessary for their comprehensive formation as a future teacher who is integrated into the Chilean educational system.