Pedagogical Bases Linked with Professional Training in Engineering. Resumen Esta investigacion presenta el desarrollo metodologico y analisis procedente del mismo, pretendiendo dar solucion al problema ?Como apropiar las bases pedagogicas y vincularlas con la formacion profesional para realizar de manera adecuada la labor docente? Tiene como objetivo establecer un vinculo entre las bases pedagogicas del docente con la formacion profesional de carreras de ingenieria. Se implemento a partir de la metodologia investigacion–accion en el aula, un plan general de accion que incluye el desarrollo de estrategias de actuacion partiendo del reconocimiento de actitudes, aptitudes y comportamientos del docente frente a la labor que realiza. Se logro el reconocimiento de carencias, dificultades, aptitudes, fortalezas, amenazas y oportunidades que rodean la labor docente, se determinaron estrategias de actuacion e identificacion de herramientas pedagogicas que se pueden usar para mejorar la labor docente. La formacion profesional en ingenieria, en lugar de ser un inconveniente para la labor docente, se convierte en una fortaleza y posibilidad de desarrollo y progresion en la medida en que permite validar la informacion teorica por medio del conocimiento practico, ya que este ultimo surge de la experiencia personal y hace parte del proceso natural del ingeniero como tecnico e investigador. Palabras clave: Investigacion, metodologia, pedagogia, practica pedagogica, profesion. Abstract This research presents a methodological development and a thorough analysis with the purpose of answering the following question: How can we internalize the pedagogical bases and link the latter to professional training in order to teach appropriately? The objective is to link pedagogical bases with professional training in engineering. A general plan of action was implemented using the research methodology “action in the classroom”, which is a general plan of action that includes the development of action strategies based on the recognition of attitudes, skills and teachers’ behavior in relation to their work. Deficiencies, difficulties, skills, strengths, threats and opportunities that surround the teaching environment were acknowledged. Action strategies were defined, and pedagogical tools that can be used to improve teaching were identified. Professional training in engineering is not a problem for teachers. In fact, it is greatly beneficial and allows teachers to keep on developing and progressing as it permits them to put theory in practice. This practical knowledge comes from personal experience and is part of the natural process of engineers as technicians and researchers. Keywords: Research, methodology, pedagogy, profession, educational practice.