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This work presents an analysis (that is part of a broader research that constitutes my M.A. thesis) about how one (de) constructs teachers' identity in cases in which there is team work. The research centers, specially, on the model of teaching English as a foreign language by videoconference, a work done by Ceibal, in English, in Uruguay. The mentioned education system consists of three 45 minutes weekly classes: class A has a remote teacher, who teaches English from any point of the country or outside it, using the mentioned system of videoconference, while classes B and C have a teacher in the class, also present during class A activities. This kind of work supposes the presence of two teachers, coexisting in time and, virtually, in place (once a week), working as a team, although this not always implies that their work happens as "pedagogic pairs or couples". Therefore, we present the roles the program expects every teacher to play (especially during class A), as well as those found in the research, which not always coincide with the ones proposed by Ceibal in English, a fact that may cause a crisis in teaching practice that produces a blurring of teaching identities and roles. [ABSTRACT FROM AUTHOR]

This paper analyzes the tutorial functions at the National University of Rosario from the students' answers in three different chairs. Theoretical aspects of the teachers' role are studied and the tutorials from a wider conceptual framework. Then the data collected through the questionnaires is analyzed statistically. Students attribute to teachers characteristics such as traditional academic knowledge or socio-emotional variables. The first characteristic is attributed more to higher ranking academics and the second to younger professors. [ABSTRACT FROM AUTHOR]