The research provides an analysis from an European perspective to the Chilean reality of the teaching role in the VET. We contemplated the personal history, educational training, professional experience, resources of the environment and professional development of the teachers who work part-time in teaching. In this context, the main question was: What are the personal factors (training and experience) and of the environment who affect in their teaching role?

The importance of the teaching role is due to:

• The social disregard of this educational system, respect to the traditional university education.
• Teaching management is weak and not standardized.

Therefore, we defined the following objectives:

• To examine how their personal history, educational training, professional experience and resources of the educational environment and that how its to affect in their teacher tasks.
• To analyze that how the industry and context resources are important to affect in teaching role.

The Chilean VET system include of three types of educational institutions:

• The universities and professional institutes (IP). These are trained to provide professional qualifications.
• The technical training centers (CFT), which can only provide technical degrees of higher level.

 In Chile, VET system has increased in recent years, because: (CINDA, 2008; Meller y Brunner, 2009; Sevilla, 2013):

• It contributes to reduce gap of technical human capital necessary for productive sector.
• It defines academic programs based in competences according of the industry requirements. Consequently, the return rate and employability is high.

 However, a good teaching management is critical because this is important factor the education quality. We observed that around 70 per cent of VET teachers work part-time or hourly. They have a lower average age that an university academic and they work in two or more institutions. Even more, they do not have the necessary competencies to become facilitators of learning and they are limited to access training and teacher development because are part time teacher and their professional identity is related to technical work (Castillo y Alzamora, 2009; CSE, 2010; Fernández, 2007; McClelland, 1973; Miranda, 2003).

 Besides, the excessive technical specialization as consequence of certification is necessary condition for teaching of VET above pedagogical training or others competences. Then, the teachers perceive that the technical training is an opportunity for professional development in the industry and not in teaching. The low valuation of collaborative environments and limited communication with the academic authorities decreases their commitment with educational mission (Knight, 2005).

 Certainly, teaching is a complex process as consequence of experience and permanent training. Mechanisms and strategies of teaching management, emotions, motivation, satisfaction by work, commitment and previous experiences are fundamental elements. The shapes, the direction, intensity and duration with respect to their work define their behavior, in interaction with others and in reflection of their teaching and their professional development (Ávalos, 2012; Canrinus et al. 2011; Day et al. 2005; Day et al. 2006; Hargreaves, 2001; Hildebrandt y Eom, 2011).

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