Starting from the theoretical hypothesis that the construction of teaching identities takes place essentially in the mediation of the dimensions that surround knowledge and teaching practice, and with the aim of better understanding some of the intricacies of the teacher training process, doctoral research, which results In this text, the objective was to investigate the means by which meanings and meanings that constitute the production of teaching identities are internalized in the particularity of the Geography course at the State University of Rio de Janeiro, Maracanã campus. In the daily routine of teacher training there is the creative facet of different teaching identities, which involves the apprehension of values, meanings and worldviews. To better understand this particularity, two concepts were recovered that served as the basis for the research: teaching landscapes and the epistemology of teachers professional practice. In approximation with the everyday method, the research made it possible to experience the teacher training environment also as a research laboratory, and based on informal conversations and semi-structured interviews with part of the student body, it is concluded that, throughout the training for the teaching, the senses and meanings of teaching are developed in the construction of habitus, praxis and teaching ethos in spaces-times where dimensions surrounding the production of teaching identities are negotiated. These spaces-times are understood as undergraduate landscapes, since they mediate meanings of culture and teaching identity during the Geography degree, a moment of production and absorption of knowledge and teaching practice, from the perspective of the epistemology of teachers professional practice. Teaching culture is made up of shared values and beliefs, which are assimilated individually, and play a fundamental role in the way teachers perceive themselves. As verified in the investigation with part of the student body, it is a dimension of teaching professionalism fundamentally produced in initial training. The curricula of the Degree and Bachelor s degrees, the mandatory Supervised Internship, the Institutional Teaching Initiation Scholarship Program and the Pedagogical Residency Program were the degree landscapes investigated during the research and perceived by the students as spaces-time for the construction of teaching identities. In these spaces-times, the apprehension of the teaching habitus suggests the assimilation of attitudes and postures that constitute teaching. Teaching praxis is assimilated in the awareness of the importance of the relationship between theory and practice, between teaching knowledge and teaching practice. The teaching ethos is developed in initial training through the construction of a behavioral, moral and affective personality.