The purpose of this study is to explore the availability and use of printed, audiovisual and electronic information by high school teachers in the areas of Communication, Social Sciences and the Person, Family and Human Relations from a sample of public schools of Lima, as well as to ascertain teachers' perception regarding their information needs and interests. This study was carried out by means of surveys, focus groups, semi-structured interviews and observation of the sites, equipment, library collections and innovative education classrooms. The results of this research may be useful for the educational authorities to determine institutional policies that promote teachers' professional development and ongoing education as well as improving the quality of teaching and learning.

Resumen: Se presentan los resultados de una investigación descriptiva que tuvo como objetivo determinar los estilos de aprendizaje de una muestra de docentes universitarios y establecer posibles variables que influyen en la predominancia de un estilo sobre otros.  Se utilizó el Cuestionario CHAEA de Honey- Alonso (1997) que propone 4 estilos: activo, reflexivo, teórico y pragmático. Se determinó que el estilo predominante en los docentes universitarios es el reflexivo y se comprobó que las variables independientes propuestas no afectan la predominancia de los estilos de aprendizaje. Se incide en la utilización de estos resultados para potenciar los diversos estilos de aprendizaje de los docentes, ampliar su capacidad de aprender y de enseñar, así como saber orientar el aprendizaje de sus estudiantes. DESCRIPTIVE STUDY OF LEARNING STYLES IN UNIVERSITY TEACHERS Abstract: This paper presents the results of a descriptive research aimed to determine the learning styles of a group of university professors and to establish the variables that may influence the predominance of one style over the others. The responses to the CHAEA questionnaire from Honey-Alonso (1997) that proposes four learning styles: active, reflective, theoretic and pragmatic, determined that the professors’ predominant style was the reflective one. It was also proved that the proposed independent variables do not affect the predominance of the learning styles.  These results can be used to strengthen the different learning styles of the professors and to extend their learning and teaching capacity, as well as to know how to guide their students’ learning process.

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