“…As with the learning process, the interpretation of what the teaching process is and what it implies have changed with time according to the evolution that results from the devised learning theories (the teaching and/or instruction theory is based on, or must be based on, the learning theory) (Ertmer & Newby, 2013), and from the results obtained in research into the teaching processes, progressively demanding a teacher to be good, mastering a series of teaching skills, capabilities and competences, along with certain personal characteristics. The scientific production that stems from all this abounds at the university (Barrie, 2006;Cajide, 1994;García Ramos, 1997a andb, 1998;Gargallo, Sánchez Peris, Ros & Ferreras, 2010;Ibáñez-Martín, 1990 andKnight, 2005;Marsh, 1987 andMonereo & Domínguez, 2014;Monereo & Pozo, 2003;Ramsden, 1991;Rodríguez Espinar, 1993;Tait and Goffrey, 1999;Tejedor, 1993;Torra et al, 2013; Villar Angulo & Alegre de la Rosa, 2004;Zabalza, 2003 and, which has allowed to shape an efficient repertoire of teaching skills, capabilities and/or competences of an efficient teacher, generally located in a series of main areas: planning teaching, managing teachinglearning process activities by several teaching methods that adapt to the objectives and the context, assessment abilities, communication abilities, the interpersonal relationship, tutoring, controlling and managing the classroom atmosphere, the innovation skill, teamwork skills, handling ICT, etc.…”