This research work tends to define the general guidelines for a training program for teachers of higher education based on constructivism in the approach by competences making use of the hypothesis of progression as a fundamental tool to recognize the obstacles in the evolution of knowledge from the basic concepts of teachers to thedesirable knowledge. Implies changes in the conceptions and ways of seeing the teaching-learning process and the approach by competences. Takes place with three levels of training starting with a process of raising the awareness of conceptions and ways to act in the classroom until the recognition of a teacher researcher that applies and is aware of the new educational trends. The qualitative research made possible to analyze the conceptions of an intentional sample of teachers from various institutions on teaching, learning, competences and generic skills.