La inserción profesional de los docentes en el sistema educativo formal configura un recorte con características propias dentro de su desarrollo profesional. Los principales problemas que afrontan, quienes se inician, se relacionan con lo propio y específico de la situación en que están inmersos. En este trabajo nos proponemos indagar sobre el tipo de problemas que identifican tanto aquellos que acceden al primer puesto de trabajo con título docente, como aquellos que acceden sin haberlo adquirido. Para ello se analizan los resultados de una encuesta realizada a egresados del Profesorado de Psicología de la UBA que, en el momento de su inserción profesional docente accedieron tanto a nivel medio como a superior, unos lo hicieron titulados y otros no titulados. Palabras clave Formación Profesional Principiantes Práctica ABSTRACT THE COMPLEX AND THE SINGULAR IN THE BEGINNINGS OF THE EDUCATIONAL PROFESSION The professional insertion of teachers in formal education system configures a scope with own characteristics within its professional development. The main problems faced by those who begin are related to the specific situation in which they are immersed. In this work we propose to investigate the kind of problems identified by both those that access to the first job with the educational degree and those that access without having acquired. It analyzes the results of a survey of graduates from the Career of Psychology Professor at the Buenos Aires University, at the moment of the insertion in teaching profession in secondary school and in the superior level, some were graduated as professors and others psychologists that were not graduated as professors. Key words Professional Formation Beginners Practice