IMPLICATIONS OF KNOWLEDGE OF LEARNING STYLES IN PROFESSIONAL PRACTICE OF UNIVERSITY TEACHERS

The purpose of this article is to contribute to theoretical and conceptual tools of learning styles, tools to rethink and transform the way of thinking about higher education. In this sense, the implications of this work brings knowledge of learning styles in the work of university teachers are discussed; It establishes as a fundamental action a number of strategies for analysis, reflection and evaluation of learning styles in teaching. The central issue of this paper is that ignorance of the existence of learning styles limit the construction of knowledge in higher education. The idea is to defend: knowledge of learning styles and their implications for higher education promotes significant changes in teacher performance and learning outcomes.