Introduction: Professional identity in midwifery begins in initial training with the support of the teaching staff, who must not only acquire pedagogical tools, but also consolidate their own version of themselves. This work aims to recognize the professional identity of the teacher-student dyad and its implications in the teaching-learning process through the analysis of narratives for continuous improvement in the training of this discipline. Method: The research was qualitative interpretative by means of semi-structured interviews with 17 teachers and 16 students of the university degree of Obstetrics and Childcare of the Universidad de Antofagasta, Chile. The testimonies were analyzed through grounded theory. Results: The interviewees recognized that the combination of theory and practice is fundamental to acquire professional competencies through active strategies. Teacher modeling was identified as a main factor influencing not only academic performance during clinical practice, but also professional identity. The interviewees stated that they did not feel part of the university degree. Conclusion: The findings showed the need to improve social ties in order to acquire a sense of belonging to the profession. Likewise, it is imperative to offer training programs on socioemotional skills, which ensure reflective processes for the construction and reconstruction of identity in the educational dyad. It is also imminent to innovate teaching and evaluation methodologies, and to strengthen research for an improvement in the training of this discipline, which will be reflected in the quality of patient care.