The objective of this study was to make a reflection on the position of teachers in higher education in relation to the comprehensive formation. Through a document review on the professional identity of teachers and the comprehensive formation, we found that is possible from the perspective of the studies related to the characterization of the professional identity of the teacher and components beliefs, feelings and roles, to make an approach to the place of the facets to the comprehensive formation that we propose: axiological and ethics training, professional discipline, the aptitude and emotional education, resulting novel the latter dimension. In synthesis, this perspective presents a panorama for understanding preferences in teaching and teachers’ representations that facilitate or hinder the development of processes related to the comprehensive formation.