University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the process of change of university teachers in the face of today’s challenges. The empirical analysis is based on the Italian university system, which has always been characterised by an overall reluctance to reforms. This article presents a theoretical framework based on two dimensions, i.e., the teacher/university relationship and the teacher/student relationship, to investigate the evolution of the professional profile of academics as teachers on the basis of seven teaching practices identified in the literature. The findings show that, besides some limits that are specific to professional bureaucracies, the support of universities is fundamental to promote innovation in teachers’ teaching practices, which are otherwise regulated and shaped only by their disciplinary community. Received : 14 January 2019 Accepted : 27 March 2019 Published online : 29 May 2019

中文翻译：

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学者作为教师的角色在改变吗？意大利大学的探索性分析

大学教学面临着随着现代社会的社会，文化和经济变化而发展的压力。这个过程不可避免地影响着学者的专业形象，因为它在传统的教学模式和学习风格以及学生的专业期望之间造成越来越大的张力。本文从理论和经验上分析了面对当今挑战的大学教师的转变过程。实证分析基于意大利大学体系，该体系始终以整体不愿改革为特征。本文提出了基于两个维度的理论框架，即师生关系和师生关系，根据文献中确定的七种教学实践，调查学者作为教师的专业形象的演变。研究结果表明，除了专业官僚机构特有的局限性之外，大学的支持对于促进教师教学实践的创新是至关重要的，否则，这些创新只能由其学科界来调节和塑造。收到：2019年1月14日接受：2019年3月27日在线发布：2019年5月29日