Tras casi una década de Bolonia¿realmente hemos mejorado la calidad de la enseñanza?

  1. Barba-Martín, Raúl A. 1
  2. Hernando-Garijo, Alejandra 2
  3. Hortigüela-Alcalá, David 2
  4. González-Calvo, Gustavo 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Year of publication: 2020

Volume: 13

Issue: 27

Pages: 97-108

Type: Article

DOI: 10.25115/ECP.V13I27.3186 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Espiral. Cuadernos del profesorado

Abstract

The study aims to contrast the perceptions between teachers and students of education degrees in relation to the implementation of the European Higher Education Area (Bologna plan) in Spain. A total of 15 students of the first class of bachelor’s degree in elementary education from the University of Burgos and 12 teachers with teaching experience in the same studies, both in the previous degree and in the current. A qualitative design has been used to verify exhaustively participants’ perceptions of their personal experience. Two structured discussion groups were conducted, one for students and one for teachers. They showed how students perceive major differences between subjects and teachers regarding assessment procedures, methodology used and learning acquired to be future teachers. On the other hand, teachers expressed that the Bologna plan has not brought many changes, partly because of the high number of students and the little training. It is concluded the lack of structure and functioning which regulates the Bologna plan according to both, students and teachers.

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Data source: Dialnet