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As a result of the deep modifications of the French physics and chemistrycurricula in upper secondary school during these last three years, the physicsdepartment of the Universit\'e Paris Diderot (France) wished to develop arenovation project concerning its methods of teachings. As science educationresearchers we took part in this project questioning 104 university academicsof this department through 23 exploratory interviews and 81 questionnaires.They have been asked about the possible and desirable changes concerningpedagogical methods and organization (with respect to current difficulties metby the students). This study has enabled us to pinpoint elements of theirprofessional identity as teachers. This identity has been explored according tovarious directions: rules which govern their profession, qualities and skillsfor the practice, values of the profession, as well as a didactic dimension,dealing specifically with physics' teaching. The analysis of the collected dataallows us to identify major trends among university academics' conceptionsabout teaching, such as: a good teacher is above all a good physicist, or,teaching has to favor interactions with students. It also allows us to bring tolight tensions between what university academics would like to do in theirteaching and what they declare to do in practice or think feasible

Approcher l'identit{\'e} professionnelle d'enseignants universitaires de  physique : un levier pour initier des changements de pratiques  p{\'e}dagogiques