For some years now, universities have been immersed in the dynamics of the training and innovation of teaching staff (Zabalza et al, 2014) in view of the challenges commensurate with the higher education scenario in Europe and the western world. The process of becoming a university lecturer, learning the basic rules of belonging to a university institution (such as the UPV/EHU), knowledge and know-how incorporated as habits (Bourdieu, 1988) and the construction of the teaching identity all require socialization and professional development (Dubar, 2001; Marcelo 2008; Triadó et al, 2014).

In this respect, certain questions arise that pose a challenge for a research-based approach. What teaching and research skills does a university lecturer at the UPV/EHU have from the perspective of the Cooperative and Dynamic Learning model (IKD)? What individual and group trajectories in their professional development do university lecturers follow that represent innovation in their academic practice? What are the defining elements of the professional teaching identity of the teaching staff immersed in methodological changes that guide their educational practice? How does the interconnection between attributed identity and assumed identity take place in university lecturers during the educational process? What processes shape the identity of teaching staff as mentors for other colleagues? What are the benefits of the mentoring training strategy in the development of the academic identity of the people being mentored?