Abstract
This paper attempts, in the first place, to shed light on the competencies a teacher must have in order to teach in online university environments, and also to set out the methodological criteria cited in the literature with regards to the design of formative actions intended to develop such competencies.
In the second place, working from a conceptual approach to the definition of teacher functions and competencies, we will relate a teacher training experience, which was designed taking into account the methodological criteria established in line with previous theoretical principles. The main objective of our analysis is to identify the achievements and difficulties of a specific formative experience, with the ultimate goal of assessing the suitability of this conceptual-methodological framework for the design of formative proposals aiming to contribute to the development of teacher competencies for virtual environments. The experience we will relate took place within the framework of the eLene-TT (e-Learning Network for Teacher Training) European Project 2005-2006.