This article gives an account of a research that focuses on a dimension of initial teacher formation that is essential to empower future teachers: the pedagogical agency. Considering the ethical, political, and epistemic dimensions of this capacity, this research proposes, from a critical paradigm, to analyze the pedagogical agency capacity shown by novice teachers in their first experiences as teachers with the purpose of exploring possible actions initial formation programs could consider so that the formation received by future teachers is consistent with the social commitment that the program declares.This article presents the approach to the research problem, the methodological perspective adopted, and a preliminary analysis of the information collected by one of the various instruments used for this purpose, the critical episodes.Keywords: initial teacher formation, pedagogical agency, social justice, critical approach