Abstract
This study provides an analysis of the didactic transfer of the novice university professor and seeks to characterize the path of his transformation into a teacher. The methodological matrix of the research was a case study in three regional Chilean universities. The data come from the application of an in-depth interview and the analysis of the curriculum vitae of the group consulted. The results reveal elements of the didactic transposition in the construction of knowledge, where subjective, disciplinary, institutional factors and practical experiences of the new teacher converge. Initially, training patterns are reproduced, which are questioned in complex situations. It is interesting to note that this knowledge is constructed as a dialogue of knowledge: science and pedagogy.
HIGHER EDUCATION; TEACHING; UNIVERSITIES; TEACHER