María Isabel Trybalski, Juana Iparraguirre, Pedro Ramirez
A situated reflection is proposed on the experience of university adscription as a key space in teacher training, based on the journey of teaching assistants in the chair of Physical Education Theory 4 at the Faculty of Humanities and Education Sciences of the National University of La Plata, Argentina. Far from being conceived as a merely auxiliary instance, adscription is presented as an intermediate formative place—between being a student and being a teacher—that enables processes of pedagogical learning, construction of professional identity, and active participation in teaching practices. From a perspective that articulates experience, affect, and pedagogical mediation, the text recovers theoretical contributions and recent background that conceptualize adscription as a fertile "in-between" for situated training, horizontal accompaniment, and the collective construction of knowledge. The work seeks to revalue the role of the teaching assistant within university curricular proposals, highlighting its pedagogical, political, and ethical potential in the training of future teachers committed to a public, inclusive, and situated education.