[en] Our paper should be understood within the framework of a research project on university teachers'professional identity which is being carried out at the present moment at the University of Santiago. The main purpose is to examine the relationship between university teachers'professional identity and the organizational frameworks where it is currently built. The lack of research work on university teachers education has been a growing complaint on the side of specialists in this field. This fact is the reason why so frequently we have to elaborate education proposals which are addressed to university teachers whom we don't know as a professional entity, taking into consideration a theoretical model which we try to reach, from the perspective of research work which has been carried out with non-university teachers... being ignorants about the development of the learning-teaching processes within an institutional framework, or the particular characteristics of the socialization of these teachers, or the way in which the institutional culture influences the practical aspects of everyday work, the way in which it is conditioned by the discipline requirements, or in which way the historical process of these configurations has been constructed... Taking all these things into account, we can establish three content parts concerning the structure of the present work. The first one deals with the meaning of being a university teacher from the perspective of enquiring onto the concept of professional identity. The second one examines the way in which that meaning determinates the organizational frameworks where the practice carried out by university teachers takes place. Lastly, we pose some hypotheses dealing with professional development matters. Data sources were collected from 15 interviews at a deep level with university Professors at the University of Santiago who were selected within those academic fields which are scientifically recognised by the Interministerial Commission of Science and Technology: Humanities, Social Sciences, Mathematics and Technology.

[fr] RESUME: Ce travail s'inscrit dans le cadre d'un projet d'investigation sur l'identit? professionelle des professeurs universitaires actuellmente en plein proc?s de d?veloppment ? l'Universit? de Saint Jacques de Compostelle. Il a comme but essentiel d'examiner les rapports entre l'identit? professionnelle des profeseurs universitaires et les contextes organisateurs dans lesquels elle se construit quotidiennement. Le manque cTinvestigaations sur l'enseignemente du profesorat universitaire constitue une plainte del? plupart des sp?cialistes. Etant donn? cette situation, des propositions de formation pour un professeur universitaire qui n'est que tr?s peu connu, sont fr?quemente ?labor?es en fonction d'un mod?le th?orique auquel o pr?tend arriver, partant des pr?suppos?s d'investigations avec des professeurs d'autres nivaux... ignorant comment se d?veloppent les processus d'enseigner et apprendre dans le sein de Y institution, quelles sont les caracter?ristiques particuli?res de la socialisation de ces professeurs, quelle est l'influence de la culture de l'institution dans la pratique quotidenne de l'enseignemente, de quelle fa?on cette derni?re est conditionn?e par les exigences de la discipline, quel a ?t? le processus historique de ces configurations... La connaisance de toutes ces questions contribuerait ? prendre des d?cisions plus fond?es sur la formation et le d?veloppement des professionnels de l'ensiegnement universitaire. Dans ce cadre, le contenu de ce travail est structur? en trois sections. La premi?re aborde la signification qu'a ?tre professeur universitaire du point de vue de la perspective d'investigation du concept d'identit? professionnelle. La seconde examine comment ces significations peuvent conditionner les contextes organisateurs universitaires. Finalement quelques hypoth?ses de travail sur le d?veloppement professionnel. Les donn?es sont extraites de l'analyse d'intense entretients r?alis?s ? 15 professeurs de l'Universit? de Saint Jacques choisis parmi les champs de connaissances reconnus par la Commission Interminist?rielle de Science et Thecnologie: Humaines, Sociales, Exactes et Thecnologiques.