Los profundos cambios que experimenta la sociedad, caracterizados por la búsqueda de nuevos paradigmas que tutelen la educación superior a nivel internacional, dejan entrever la posibilidad de que la identidad docente se encuentre en severa crisis. Frente a escenarios poco veraces, de manera recurrente se observa un disenso entre la identidad profesional disciplinaria del maestro y su papel como educador, condición que se ve exacerbada por la exigencia que se le impone institucionalmente para hacer investigación, como si comulgar estos dos ejercicios profesionales pudiera solventarse únicamente con su formación disciplinar. Ante ello, es necesario efectuar un acercamiento a las posibles causas que determinan esta condición, a finde delimitar el grado de responsabilidad que a cada protagonista, y en especial al maestro, le atañe.The profound changes experienced by society, characterized by the search for new paradigms that will safeguard the international higher education, hint at the possibility that teacher identity is in severe crisis. Faced with little true scenarios, so there is a recurring disagreement between the teacher’s disciplinary professional identity and its role as an educator, a condition that is exacerbated by the requirement that is imposed institutionally to do research as if these two exercises professionals communicate could be solved only with their disciplinary training. Given this, it is necessary to make an approach to the possible causes that determine this condition, to delimit the degree of responsibility to each player, and especially the teacher, was concerned.