The university teacher as subject and object of educational innovation.

Abstract

Even when educational models are imposed every day, the teacher continues to be a decisive factor in achieving this purpose. Innovation must begin with the teacher. The objective of this article is to analyze the place of the university teacher in educational innovation from the perspective of actively considering their involvement. The critical analysis was complemented by the use of a survey of teachers of engineering careers. The results indicate that teachers are sensitized with the need to innovate but show a somewhat limited understanding of it. They emphasize some factors that hinder educational innovation, which coincide with what was raised by other authors.