The role of the university professor in the 21st century, is it necessary to change in your action as a teacher-tutor-investigator?

Abstract

In this century, educational paradigms such as teaching, learning, learning assessment and teacher performance have taken a turn of almost 360°. Now the university teacher must be equipped with a series of pedagogical skills that promote student learning through the use of various methodological and didactic strategies typical of the area of learning, will facilitate student learning also with the use of ICT, therefore the teacher must take advantage of technical resources, methodological, didactic, administrative to enable them to manage their class successfully from the classroom, developing skills. This is precisely the object of study to be verified and/or demonstrated through analysis, using documentary research supported by the qualitative paradigm: Descriptive.

The teacher went from being a speaker, an instructor par excellence, to a tutor, the student on the contrary instead of being a mere receiver and memorizer of contents, today he is the one who builds his own knowledge, the teacher uses methodology that allows mobilizing that knowledge in different ways: laboratory work, field work, documentary analysis, etc. These are results of the study among others: These changes are due to the forums, conferences, and international agreements reached by the ministers of education and higher education in Latin America and the Caribbean.

Exposing and reflecting on these questions in the groups of teachers or learning communities will serve as conflicting questions that beyond mere reflection will give way to these attitudinal, methodological and professional changes of the actors in the teachinglearning process. Thus, teachers and students ask ourselves this question: are we, teachers of the XXI century, prepared to assume this new task and to selfevaluate to what extent and in what conditions can we achieve these objectives.