The growing integration and use of the technologies of information and communication inside the school community, in general, puts new pedagogical challenges and compels to the redefinition of the different partners roles in the educative process. The potentialities of ICT use are proportional to the changes that the same provokes in the pedagogical level. Teaching in a system of education with these characteristics implies that the professor must be prepared to face the challenge to establish a continued and efficient relation with the student, must have preparation to handle the distance teach-learning situation and must know how to compensate the fact that there isn’t a relation face-to-face – to know the student, to support him, to stimulate him, to help him. It competes to the professor designing and structuralizing the educative process in open and flexible way that allows diversified boarding’s, in which are inserted motivated, dynamic and current resources and didactics material. To this teach – learning situation must be inherent an interactive and cooperative methodology and resource to some communication channels. To be professor in a virtual environment isn’t just about acquiring one definitive number of contents is, over all, a position and mentality alteration facing the teaching-learning process. The professor must follow, motivate, dialogue, be a leader and a mediator, fomenting and mediating a positive human being interaction. The professor has its action divided in 4 areas: Pedagogical, Social, Technical and Organizational To answer these functions and responsibilities the professor must have some knowledge to help himself taking a decision about the adoption of strategies of education that are more adjusted to the course, to the public and to the situation. Our study pretended to know the more importants characteristics of distance education teacher‘s role.

A sample of 80 distance learning students of both sexes was used. As an instrument to collect data it was used an open answer questionnaire in which was requested the 3 more importants characteristics of distance education teacher‘s role. The analysis of the answers was made based in the technique of content analysis.

Altough most of answers are in the macro category of the Organisational and Role Skills (54%), the category of the Personality Characteristics has a high value too (46%). Within these categories, the most referred characteritics were Understanding, Supportive & Empathetic (28,8%), Assessor, Mentor & Teacher (23,9%) and Communicators (10,2%).