Ser profesor universitario en una universidad regional de chile: Perspectivas de docentes no pedagogos

the complexity of the new role of the university teacher raises the necessity to understand the subjectivity of the teachers and the experiences that are appear in the practice of their formative work. this article that presents the results of an exploratory investigation, based on the guidelines of the base theory, tries to understand the sense that teaching has for the non-educator university teacher and its impact on the configuration of an educational identity. the methodology used, of qualitative, interpretative bearing, includes the views and perspectives of 24 university teachers from different areas of knowledge about their daily educational task. the information was obtained by means of the application of in-depth interviews in a deliberate sample of two regional universities located in the eighth and tenth regions of the country. the results reveal that the university teacher has a traditional conception of teaching, which arises from both their disciplinary formation and from the social sense that the formation of disciples has. a reproductive approach in the transmission of knowledge is recognized, but also an effort to lead the students under their responsibility to consider their reality as a problem, to develop an integral formation, assuming a role as guides to learning and contextualising themselves as educators in a process of continuing improvement. in fact, changes in the function of university teachers are identified which are associated to the approach based on competences.