  As a result of the deep modifications of the French physics and chemistry
curricula in upper secondary school during these last three years, the physics
department of the Universit\'e Paris Diderot (France) wished to develop a
renovation project concerning its methods of teachings. As science education
researchers we took part in this project questioning 104 university academics
of this department through 23 exploratory interviews and 81 questionnaires.
They have been asked about the possible and desirable changes concerning
pedagogical methods and organization (with respect to current difficulties met
by the students). This study has enabled us to pinpoint elements of their
professional identity as teachers. This identity has been explored according to
various directions: rules which govern their profession, qualities and skills
for the practice, values of the profession, as well as a didactic dimension,
dealing specifically with physics' teaching. The analysis of the collected data
allows us to identify major trends among university academics' conceptions
about teaching, such as: a good teacher is above all a good physicist, or,
teaching has to favor interactions with students. It also allows us to bring to
light tensions between what university academics would like to do in their
teaching and what they declare to do in practice or think feasible

Physics Education