The development of the present research is of great interest and is presented in a university context, where teachers from their apprehensions make known their performance from their experiences in university education; among its intentions is: to understand the meanings and signifiers present in the apprehensions of university teachers about their performance, under a phenomenological look from their experiences, leading to unveil an emerging theoretical construct. Methodologically, this research assumes the interpretative paradigm with a qualitative approach, supported by an intersubjective relativist ontology and an epistemological current of social constructionism, based on phenomenology, using ethnography as a method.