Garrido-Fonseca, Carmen GloriaSalinas-Carvajal, Danisa2024-05-142024-05-142022-05-01Revista Colombiana de Educacion, Volume 1, Issue 85, Pages 79 - 99, 1 May 20220120-3916https://repositorio.unab.cl/handle/ria/56817Indexación: Scopus.This article explores teacher educators' perceptions during their participation in innovative pedagogical scenes experienced through a Learning Laboratory (LLab) during an academic year. A qualitative approach was used in the methodological design of the study using three main instruments to collect data: interdisciplinary dialogues, reflections from teachers' experiences during the process, and a Focus Group at the end of the process. Data were analyzed through content analysis reaching a categorization of three main concepts. Results from the teachers' innovative experiences in LLab show that they developed their identity process through three main factors: a methodological breakage, integrated knowledge, and emotionality being this last factor a contribution to research in innovation in teacher education. © 2022 Research Center of Universidad Pedagogica Nacional. All rights reserved.esEducational innovationHigher educationPedagogical experiencesTeacher educatorsArtículoCC BY-NC 4.0 DEED Attribution-NonCommercial 4.0 International10.17227/rce.num85-11969