International Society of communication and Development among universities www.europeansp.org Spectrum (Educational Research Service),ISSN:0740-7874 © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd. Engineers as teachers. Notes to think about teacher training in the engineering context Ana María Graffigna a , Lucía Mabel Ghilardi b * a National University of San Juan, Libertador San Martín 1109 (oeste), San Juan 5400, Argentina b National University of San Juan, Libertador San Martín 1109 (oeste), San Juan 5400, Argentina Abstract Integration of teachers into the institutional culture of each establishment is a bit worked area by the management of each The renewed labour market demands, with the requirements arising from the procedures of accreditation of undergraduate, locate professionals who serve as university professors, in the difficult crossroad to update their teaching profile without neglecting their disciplinal knowledge. On the other hand, the selection of professionals to integrate the university teaching staff rarely consider teaching skills as a criterion, although different programs and proposals aimed at meeting this demand are evident. It is known that the handling of disciplinary knowledge by teachers not guarantee results in student learning. Often teaching tasks are performed intuitively through the repetition of a model recovered from the evocation of personal experience as a student or trying to avoid in teaching activity those experiences that are meant as negative in their own learning. The training of engineers is not exempt from this issue, so this proposal aims to analyze the characteristics of teacher training at the Faculty of Engineering of the National University of San Juan. © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd. Keywords: teacher training; engineering; teaching 1. The university teacher as facilitator of the meeting between the student and knowledge Salinas (2004) says "university culture promotes production and research, often in detriment of teaching and innovation processes in this area" When the teacher is a professional in a specific discipline and often lacks of teacher training may be he teaches in reaction with their own formative experiences, i.e. looking to resemble or to differentiate himself from their teachers, seeking to reproduce or change formation depending on his own experience. This is a fact often criticized from pedagogy, but which is necessary to give it a new meaning, because it is the starting point for most teaching practices at the university. University professors have not studied to be teachers; they begin teaching as a secondary activity, or they are integrated into teaching without having chosen this as their first choice. It is likely that reactive teaching is an interesting starting point, but to imagine new possibilities it is necessary to integrate other theoretical contributions, such as the epistemological question is poorly analyzed within the curriculum and professorships. Questions like: Where is the knowledge? How can access it? Is it possible to transmit * Corresponding author