The following article questions the pedagogical approach of actors and actresses who teach acting lessons at university level in Chile. After accounting the scarce pedagogical preparation in actors and actresses who teach in university, the article indicates a way in which the acting exercise and specially the concept of performance, may open pedagogical spaces which help actors and actresses go beyond the traditional teacher role which is based on non-reflective prejudices about education, acting and the role of the acting teacher.Esta investigación busca aportar a la innovación en la práctica de la enseñanza profesional del teatro a partir de la observación del ejercicio docente, cabe mencionar que todo enunciado expuesto tiene directa relación con la experiencia y criterio de la investigadora, realizando una invitación a cuestionar nuestros "personajes docentes"