Abstract:

In recent decades there have been a number of different approaches to the study of human development, the neuroscience and the learning that assign a determining role to the figure of the educator.

The objectives of this research are to identify the spectrum of teachers' conceptions of teaching and the impact on quality and to propose a working model in teaching communities that facilitates an approach to what is proposed by the European Higher Education Area.

When university teachers are aware of their mediating role in learning, they will better understand the need to design potentially significant learning contexts.

Following a quantitative and qualitative methodology based on surveys and the technique of Critical Discourse Analysis, complete information is obtained about the influence of teachers' motivation and previous conceptions on the teaching process. From the analysis, it can be deduced that there is an evident discrepancy between the current approach of teachers and what is required by European regulations.

As a consequence of the study, we propose a model of training and work in learning communities, which aims to ease the situated, collaborative and transferable learning that must be achieved in university students.

In conclusion, we can say that participation in a learning community is recognised as a valuable and necessary practice for transforming beliefs and convictions about the teaching process at university, which guarantees reflection on learning, training, responsibility and decision-making by teachers in their natural context.

Keywords:

Teaching communities, learning, training, innovation, university transformation, educational model.