Chiang Salgado, María TeresaDíaz Larenas, ClaudioRivas Aguilera, Amer2020-12-102020-12-102013Revista Lasallista de Investigación - Vol. 10 No. 2 - 20131794-4449http://hdl.handle.net/10567/2822When an approach to the teaching meaning is taken, the first thing perceived is that it is not something simple, with easy to define limits or susceptible of being covered from a single perspec-tive, given the fact that the specificity of its meaning includes complexity, uncertainty and great difficulty. objective. To introduce the instrument called Tea-ching Styles Questionnaire, correlated to the Honey-Alonso ́s learning styles proposed by Martínez-gei-jo. This questionnaire consists of 71 statements that identify the teaching type declared by a teacher from his/her speech, classifying it as open, formal, struc-tured and functional. Every teaching style has par-ticular characteristics and is related to the learning styles the students have. Materials and methods.for its validation, the deplhi method was used. After two rounds of consultation to experts, the final instru-ment was obtained and, later, applied to professors from Universidad de Concepción by the use of a pilot sample corresponding to the 4% proportional to the following areas of knowledge: biology, humanities and engineering. results. The results demonstrate that in the “high” category the most common styles are the open and the functional while in the “low” category the structured and formal styles are loca-ted. conclusions. There was no significant differen-ce (p<0.1) in the comparison of teaching styles and areas of knowledgeesAcceso abiertoCorporación Universitaria LasallistaEnseñanzaModelos educativosEstilos de aprendizajeAprendizajeDocentesinfo:eu-repo/semantics/openAcces