Challenges of teacher training and updating for Higher Education in the key of Social Responsibility

Abstract

Social responsibility has been raised as a key issue of university identity, however, although its different faces permeate institutional statements, how work is done in the classroom, presents us with questions for teachers. Thus, thestudy explores the voices of university professors, facing the question, What narratives of teachers account for how they interpret their role in the training of so-
cially responsible professionals?

From an interpretative perspective, the experiences that make up the training in social responsibility, oriented to university teachers, are resignified from the
transformational dimension of collective leadership from Scharmer's U Theory.
The results show that teacher training has allowed them to change the internal
place from which they operate as teachers and the ways they relate, which affects the transformative potential of collective leadership. Consequently, maintaining
an active training of teachers in this regard, not only creates spaces for personal reflection, but also collective spaces, generating an articulated network that af-
fects institutional training practices, especially at the classroom level which are fundamentally related to teaching in close relationship with the problems of so-
ciety.