University teachers' beliefs about teaching and learning of B-Learning courses. A bibliographic review

The present study aims to conduct a bibliographic review of studies of teachers' beliefs about teaching and learning in Blended Learning (B-Learning) mode. From its presence in the educational context, the Blended Learning emerges as a modality with its own identity. Based on its evolution, it circulates through contexts configured so face-to-face and virtual, combining methods and strategies of both modalities. This modality has acquired different representations in its development, manifesting a body of knowledge that must be shared and systematized for reference in other contexts. However, there is scarce information regarding the beliefs held by teachers on the teaching-learning process that is followed through this mode. Among the main conclusions of this review is that there are very few studies conducted worldwide and located in Latin America alone, which makes difficult the development of educational innovations using emerging modalities.