| 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 strengthening their didactic teaching.
As a result of this, a mixed focus study has been carried out with a transactional descriptive design. The 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 enrolled 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 the permanent uptades ,received by the profeessors, 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 tha they create and adapt their teaching style from the way they interpret the teaching theories, their teaching practice that each of them designed on the basis of their teaching experience. It is also relevant to highlight that professor´s implement an electic 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 without overlooking that the eclectic style of teaching remains being in a lower percentage.
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