The teaching identity, as a substrate on which the professional being stands, does not arise automatically as a result of teacher training, but is constructed as a relational process. The objective was to know how the critical viewing of films with pedagogical content influences the construction of the professional identity of a group of teachers in basic education in service. Identities are built based on the experiences that participants experience throughout their lives and, in that task, cinematography has a revealing sense. A formative process of watching movies (7 short films and 4 feature films) was followed in a group of 25 teachers (72% women and 28% men), to reconfigure their initial identities. The interpretive methodology followed was based on the elaboration of group works on image perception and criteria of film appreciation, also 3 focus group of debate. The results indicate that the constructed identities responded preferentially to a vocational and performative sense and, to a lesser extent, to a charismatic and communicative one. It is concluded that the critical viewing of films with pedagogical themes contributes to the identity construction of teachers, placing them closer to their professional practice.