| Sumario: |
The new university didactic trends have produced substantial modifications in the professors' performance
in the teaching profession which have been based on the theoretical foundations of constructivism, the
socio-constructivism and on the focus of competencies.
On the basis of these approaches, on the university teaching experience, and on the management of the
teaching-learning processes, it has been decided to analyze the professors' teaching practicum with the goal
of identifying the teaching models underlying such processes with the interest of strenghening their
didacticteaclling.
As a result of this, a mixed focus study has been carried out with a transactional descriptive design. T'he
population was formed by eleven (11) professor, specialists in didactic and sixty-three (63) students
majoring in preschooler Education, in Elementary School and in High SchooI Diversified Education. They
were emolled in the academic year of 2017. This population was approached by means of survey
techniques, the non-participant observation and the focus group using the instruments of questionnaire, the
field notes, the audio registration and the written reports of events.
The results evidently demonstrate that regardless the fomlative level in didactic and ue permanet uptades
received by the prfessors, the use of both the classic-didactic-model also known as the traditional one and
the semi-conductivist one prevail in the didactic performance of professors. This means that they create
and adapt their teaching style from the way they interpret the teaching theories, their teaching practice that
each of them desingned on the basis of their teaching experience. It is also relevant to highlight that
professor ' s implement an eclectic teaching style when their teaching techniques or strategies used in the
classroom reflex a mixture of constructivism, of the development of competencies and the use of classic or
traditional approach as well.
In a nutshell, this study proves the prevalence of the traditional style of teaching in the university teaching
practicum wihout overlooking that the eclectic style of teaching remains being used in a lower percentage.
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