Abstract
An indisputable challenge for higher education institutions has been to incorporate educational innovation in training processes, particularly for one of the agents involved in said process, the university professor. From this, the present study has the purpose of knowing the narratives of teachers when carrying out innovation processes in their work. The theoretical support for the conception of teaching practice and its dimensions is based on what was proposed by Becerril (2001), Silva (2000), Fierroet al. (2012); and Bojalil (2006) and Cañal, 2002. regarding educational innovation. The study was carried out under the qualitative approach, the instrument to collect information was an interview script, piloted through expert judgment. Among the main findings,it was identified that teachers are clear about the implications of educational innovation in their teaching practice; however, it is not the panacea to multiple educational problems; The innovation processes that they carry out from their teaching practice favor the comprehensive training of students, mainly in the dimensions: theoretical, heuristic, axiological, critical, social and professional. Finally, the resistance to incorporating educational innovation processes is due to not sharing how the university's educational policy is executed.
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