Implicaciones del Conocimiento de los Estilos de Aprendizaje en el Ejercicio Profesional del Docente Universitario

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 that the knowledge of the theory of learning styles brings to the work of university teachers; a series of strategies for the analysis, reflection and evaluation of the theory of learning styles in teaching practice is established as a fundamental action. 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 its implications in higher education leads to significant transformations in teaching performance and learning outcomes.