The initial stages of this communication started with the frequent conversations about our work as researchers and teaching assistants of a Faculty of Education in Spain. In these moments we feel like the next statement: “[..] some may conclude that teaching and research are merely two actions we take in playing out one role: a faculty member who creates and disseminates knowledge” (Fukami in André & Forst, 1997:5). Nevertheless, we are at a point where teaching is essential for us and makes us think about it as much as our role as researchers. That is the reason why it was quite common for us to share what was going on in our classes, especially referring to students’ thoughts and feelings. The full implementation of the Bologna’s Process in Spanish Higher Education is supposed to be a real fact in the year 2010; therefore this is a very challenging moment. What attracts our attention in a special way is (1) the pedagogical purpose of reinforcing (or introducing in some cases) a progressive evaluation, and (2) teachers and students autonomy. Consequently, we totally agree with the next fragment: “assessment should focus on the desired student outcomes, not on repetition and the retention of isolated pieces of information” (Chalmers & Fuller, 1996:51). Through our conversations with the students, and the collection of writing data from them, we have realized that one of the main aspects that they value the most is the time that teaching assistants spend with them. Thus, being available for them and developing active listening and giving meaningful feed-back is something the students would like to receive from all of the different professors they have. Nevertheless, is good to remember that there are different kind of students and demands (Huba & Freed, 2000; Prichard & McLaren, 1994), and we cannot forget the importance of the relationship with the otherness. We consider that this advising task should be taken into a special consideration among all the teaching staff because of the Bologna Process, as this would be a good way to know what the students have been working on during the semester. It would connect to our students too. Actually, it could be successfully achieved by many ways (Benson, Mattson & Adler in Rickey Hatfield [editor], 1995). Furthermore, we would like to remark that we are concerned about the fact that in every class we are in front of –mostly- young students with whom we have moral responsibilities (Fisch, 1996). Especially when students are freshmen: “Advisers-as-teachers engage freshmen in serious academic planning with student growth as the goal and view the college years as rich source of opportunities for personal and intellectual development” (Erickson & Strommer, 1991:181-182). Besides, “we also need to identify barriers to learning that students may be experiencing –even barriers that we may have inadvertently created” (Huba & Freed, 2000:56). Moreover, there could be gaps between what we do as teachers and what we preach and we should take it into account (Ronald A. Smith in Fisch, 1996:82). In addition to these findings about the students’ opinion, we would like to share our process of learning to be assistant teachers. That means, we would like to explain how we are learning to become lecturers in a Spanish context and what aspects are helping us in this professional adventure. Consequently, the methodological approach of this research is completely autobiographical, but modelled narrative research (eg. Freedman & Holmes [editors], 2003; André & frost [editors], 1997). To sum up, this communication offers a very personal view, under a narrative perspective, of what means to teach at the University level.

• Qualitative approach. • Biographical data. • Collection of 23 open opinion questionnaires from the students. • Feed-back from the students through the courses (written and oral data).

• Students’ high consideration of the time shared with them out of the classroom. • Importance of having appointments (face to face) with students. • Need of a regular supervision for the novel lecturers. • Importance of having professors with more experience as possible models and counsellors. • The strong relationship among students, their contexts and other teachers.