The purpose of this article is to contribute with theoretical-conceptual tools on the theory of learning styles, tools that allow rethinking and transforming the way of conceiving university education. In this sense, this paper analyzes the implications of the knowledge of the theory of learning styles in the work of university teachers; it establishes as a fundamental action a series of strategies for the analysis, reflection and evaluation of the theory of learning styles in teaching practice. The central problem of this document is that ignorance of the existence of learning styles limits the construction of knowledge in higher education. The idea to be defended is: knowledge of the theory of learning styles and their implications in higher education propitiates significant transformations in teacher performance and learning outcomes.
|Translated title of the contribution||Implications Of The Knowledge Of Learning Styles In The Professional Practice Of The University Teacher|
|Original language||Spanish (Ecuador)|
|Journal||Journal Of Learning Styles|
|State||Published - 31 Oct 2016|