Academics’ identity as teachers: towards the Scholarship of Teaching and Learning.

[ES] La identidad del profesorado universitario y sus creencias acerca de la profesión se perfilan en el desempeño de dos de sus funciones principales: investigación y docencia. El desajuste que existe entre ellas y el predominio de la investigación sobre la docencia, motiva que el avance hacia nuevas concepciones de la enseñanza y el aprendizaje sea lento y complejo. Existen numerosas investigaciones, a lo largo de las dos últimas décadas, que muestran la existencia de diferencias en las creencias que tiene el profesorado universitario sobre la enseñanza, las estrategias docentes que desarrollan y las formas de entender el aprendizaje. Así pues, encontramos dos orientaciones básicas hacia la docencia: una centrada en el profesor y basada en estrategias de enseñanza tradicional; y otra centrada en el estudiante y apoyada en estrategias de enseñanza constructivista. Como se argumenta a lo largo del artículo, modificar las concepciones y estilos docentes del profesorado universitario hacia un[EN] Academic identity of university teachers and their beliefs about professional practice are outlined in the performance of two of its main functions: research and teaching. The imbalance between them and the prevalence of research on teaching, motivating the move towards new conceptions of teaching and learning is slow and complex. Here are many research, over the past two decades, showing the existence of differences in belief held by undergraduate faculty about teaching, teaching strategies and developing ways of understanding learning. Thus, there are two basic orientations toward teaching: a teacher-centered, based on traditional teaching strategies; and other, student-centered, which uses constructivist teaching strategies. 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