Teaching styles of the teacher, an opportunity to improve the teaching-learning processes in the Faculty of Natural Resources and the Environment

Abstract

The study was developed with professors from the Faculty of Natural Resources and the Environment - National Agrarian University, under the assumption that the knowledge of the teaching styles of the teaching staff provides valuable elements for reflection on the way in which teaching is developed, its impact on student learning and the contribution to the improvement of teaching-learning processes at the University. The methodology includes the analysis of socio-academic variables and the diagnosis of the teaching styles of volunteer teachers of FARENA, using the Questionnaire of Teaching Styles proposed by Renes and other authors. The results obtained show that the profile of teaching styles of the teachers participating in the study is Functional, Active, Structured and Formal; there is a significant relationship between the functional and structured style, that is, they are the most used and do not consider the type of profession, age or accumulated experience. Special attention should be paid to the low preference of formal style, as it includes teaching behaviors related to learning autonomously and throughout life. Since learning demands processes and strategies to obtain, process, understand and put into practice information, it is imperative a teacher training that promotes teaching behaviors that enhance the four learning styles in the student body, and thus contribute to the improvement of the teacher-student relationship, the relevance of what is taught and what is learned, a good pedagogical mediation and in this way dynamize    the    teaching-learning   processes.