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The academic organization of university degrees, in the frame of the European Higher Education Area, has facilitated the constitution of teachers' teams (Zabalza, 2009; Lopez, 2007). This is one of the key points in the processes of organization and improvement (Lester and Evans, 2009; Bacharach, Washut and Dahlberg, 2008) of higher education, but simultaneously, a hanging topic for the difficulty in obtaining a culture's change of university teachers, also demarcated in slightly agile and flexible structures. The paper is focused in a research caught out a group of university teachers, with the aim to realize a diagnosis of the situation of the teachers' teams between the courses 2009-2010 to 2011-2012. The methodology used was the survey, with questionnaire and focus group. The results show that the organization in teachers teams is a reality perceived positively by teachers, but with problems and challenges that we have still further to go. [ABSTRACT FROM AUTHOR]

Teaching has been a widely discussed issue in our context, especially since the implementation of the European Higher Education Area (EHEA). The new ways of conceiving and describing the teaching, learning and assessment require a rethinking of the university pedagogy. However, this reformulation should not be limited to a psycho-pedagogical question. This paper presents the teaching work from a relational and human dimension that, not surprisingly, has also an impact on learning and student development. The communitarianism criticism of the principles of liberalism emphasize the importance of this dimension of teaching work, and raise questions that should be addressed in order to maintain the university as a unique life experience, and an important social institution. [ABSTRACT FROM AUTHOR]