Abstract
This paper makes a theoretical and a descriptive analysis of the psycho-instructional profiles of the teaching styles of Higher Education teachers about social skills and competences directly related to the promotion of school co-existence. The main objective is establishing the comparative analysis of university teaching self-perceived of a sample of teachers of Spanish and Brazilian universities. From the construction and validation of a Likert scale of self-perceived teaching competence in university teaching (CEVES) we develop a conceptual model of professional variables of teaching competence in the Higher Education level, based on integrative approaches of Instructional and Positive Psychology. Through an expert judgment process and sampling of N=205 Higher Education professors in the field of Humanities and Social Sciences, we analyzed the self-perceptions results comparatively between spanish and brazilian universities in each of the variables.