University teaching accompaniment in blended education

Abstract

The objective of this article is to reflect on teacher support in higher education and its impact on the professional and personal practice of teachers in blended teaching. The narrative revision method was used, which allowed the construction of the scientific text through an epistemic procedure. As a main result, it is found that the accompaniment of teachers influences their professional practice and the training of future professionals, being the teacher's personal development -from their psychological empowerment, creative self-efficacy and self-confidence- a crucial element. In the conclusion it is highlighted that the universities that bet on the accompaniment of their teachers in the blended modality guarantee their existence and success.