TOWARDS METHODOLOGICAL IMPROVEMENT IN THE SPANISH UNIVERSITY STUDIES

The European Higher Education Area (EHEA) has triggered many changes in the new degrees in Spanish universities, mainly in terms of methodology and assessment. However, in order to make such changes a success it is essential to have coordination within the teaching staff as well as active methodologies in use, which enhance and encourage students’ participation in all the activities carried out in the classroom. Most of all, when dealing with formative and summative evaluation, in which students become the ones responsible for their own learning process (López-Pastor, 2009; Torre, 2008). In this second issue of JOTSE we have included several teaching innovation experiences related to the above mentioned methodological and assessment changes. In this sense, our first article INTERDISCIPLINARY EXPERIENCE IN THE TEACHER TRAINING COLLEGE OF VITORIAGASTEIZ: TEACHING PROFESSION MODULE by Camino Ortiz Barrón, Aristizabal Llorente and Zelaieta Anta, presents the set up of a new studies plan in the Escuela Universitaria de Magisterio de Vitoria-Gasteiz de la Universidad del País Vasco. As a matter of fact, it is the first work of multidisciplinary type which has been developed thanks to the coordination within the teaching staff and it is framed in the module of Teaching Profession, the first one that composes the structure of the new degrees in this University. In this sense, it was agreed to assign one credit of interdisciplinary or modular work to each of the subjects involved so as to steadily develop interdisciplinary tasks and in this publication the reader can get an insight into how methodological and assessment issues were dealt with. Challenges emerged when having to design a precise methodology which enabled the acquisition of competences which were set for the module from a multidisciplinary perspective. Not to mention, the need to implement an evaluation system able to provide a module’s final mark agreed by all the teachers implied.