Abstract:

Teachers must adapt to the needs of modern society and therefore must be impregnated with solid knowledge marked by new trends. Currently, these trends are built on the foundations of a digital society that must train citizens on the precepts of specific professional and academic competences. In Higher Education these competences imply methodological changes which, in turn, generate subsequent pedagogical innovation processes. Both of them ought to ensure quality in the teaching-learning process, whether in virtual or classroom teaching. Therefore, this new information age compels us to change education from their first links so as to achieve a comprehensive education in the students.
The new educational reality requires new goals, new skills, new abilities, all of them aimed primarily at personal and social development of students through the teaching-learning processes, in addition to outlining the matters to be taught and the corresponding didactics, as well as the interdisciplinary relationship between them, especially when designing, planning and evaluating.
The Bologna Declaration process a new profile of the professor is required. New training content is asked to be developed. Future teachers will need to know not just specific contents but new models of teaching, where e-learning becomes more important as a teaching mode that seems to adapt to educative needs. It promotes the presence of experts and resources that are unavailable in traditional classrooms. The use of videoconferencing requires specific formation in didactic application, as well as in the selection of materials to be taught. However, educational contexts do not ensure optimization of this resource. A key aspect lies in the specific training for its educational use, as it presupposes an approach that promotes the integration of academic and interpersonal competences and focuses on the development of good questioning skills which, indeed, are required to teach through it.
The innovation process highlights the use of videoconferencing in the new profile of teachers in Bologna process. We will pay attention to the factors involved in teaching process, the difficulty that arises when trying to train students using this approach and the conditions students must have developed before participating in this teaching mode.
It is clear that the teaching profession can never rest in their initial training, especially in an era of rapid changes in scientific knowledge and technology. The need for teacher training is an undisputed issue in educational settings. It is only raised in scientific debates that deal with models that can guide it, a matter of great current interest because the challenge taken up by the educative system towards to achieve higher levels of quality is linked, among other factors, to continuous improvement of initial (pre-service) and continuing (in-service) teachers, as educational research supports itself. We can state categorically that well-trained teachers, always update their skills. Thus, why we will observe some key elements in the development of pedagogical and didactical innovations within Bologna framework.

Keywords:

Training, teacher profile, Bologna process, pedagogical innovation, videoconferencing.