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This research explores the identity of university teachers of teaching professions, and their transformation as ultimate object of the teacher development. Specifically, it was discussed how the identity of the teachers is developed in their institutional settings and the critical incidents (CI) occurred in university classrooms, offering an analysis that allowed the development of a proposal for continuing education, which was designed, implemented and evaluated. Among the conclusions it is highlighted an identity conception of university teachers as model of integration between pedagogical theory and practice. Along with the above, the ICs identified are mainly associated with three situations, learning assessments, deficits in the skills of the students, and the introduction of changes in the rules or methodologies classroom. Additionally, between teachers training participants, we identify a change in the design of IC, highlighting its utility for the teacher development and reflective analysis.

El desarrollo docente del formador de profesores: una propuesta orientada hacia el análisis de incidentes críticos auténticos