The present paper characterizes the education researcher, who develops his task in an initial teacher training institution in Mexico called the Normal School, in the complex dimensions in which he carries out his professional activities in a task that is still being defined due to his recent integration into institutional life, due to the fact that Normal schools have been organized and fulfilling teaching activities for more than a century. The purpose is to identify and define the conditions and elements that intervene in the development of the research skills of the professors who are members of an academic body. This investigation was carried out using the research-action methodology with a critical and phenomenological analysis from different viewpoints, stages and actors; from the perspective that the author obtained as head of her investigation area, as the institutional representative before the program for professional teacher development for higher education (RIP before PRODEP in Spanish) and as head of the BCENELUB-CA-3 “Investigadores Educativos IBYCENECH” group of researchers with official recognition, with which she designed and implemented a formative trajectory. The different specific critical path that is described puts forth the strengths and obstacles encountered while reaching each of the goals set throughout the research process. Among the main results it is notable that all of the members of the team obtained the recognition of Desirable Profile which the PRODEP awards, were registered in the organization as Academic Body in Formation and ascended to Academic Body in Consolidation in a period of three years. Among the main conclusions, the interest of the teacher and his generic competencies stand out, upon which with arduous work and commitment he is able to create or strengthen those which distinguish him as a researcher.