Nowadays the role of the teacher has changed leaving protagonism to the student, it has passed of a model centred on the teaching to other one centred on the learning. The student meets a new way of working for that, the assistance, the teamwork, the search of information, stops being a receptor in a methodology based on the magisterial class. This has led to a great impact, so much in the teacher, as in the student, which little by little one adapts to this new role. This period of transition implies a process of adjustment, and certainly, of evaluation. This it is the aim of the present study, to do a comparison between countries (Spain and England) to evaluate if they have adapted the university methodologies to the frame of the European Higher Education Area. The sample were 42 teachers, 21 of the University Cardenal Herrera of Elche and 21 of Bedforshide (England), and it was passed the Questionnaire of Evaluation of the Modulating Variables of the Style of Teaching in University Education, to analyze the work of the university teacher (of Gargallo, Fernández, and Jiménez, 2007). The results were satisfactory, indicating that the model who follows nowadays in the university is centred on the learning, in the student, and he is the maximum protagonist in the construction of his knowledge.
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