Research Comparing University Teaching within the EHEA between the University CEU Cardenal Herrera in Spain and the University of Bedfordshire in England

Asunción Romero López¹, Helena María Pascual Ochando^2*, María Fernández Cabezas³

¹Dpto. Didáctica y Organización Escolar, University of Granada, Granada, Spain.
²Dpto. de Educación, CEU Cardinal Herrera University, Valencia, Spain.
³Dpto. Psicología educativa y de la Educación, University of Granada, Granada, Spain.

DOI: 10.4236/jss.2015.311030                

Abstract

Teaching methodologies that university faculty use are varied but in Spain, traditionally, the lecture has been the main method used. This is where the teacher has been the focus of teaching and the student is a mere receiver of knowledge, but in other places such as England, other techniques have been introduced to help students actively participate, helping the learning process significantly. This has been a great help for adaptation to the European Higher Education Area with the implementation of the Bologna Process. That is why countries with long traditions of theoretical teaching, as is the case in Spain, have undergone a complex and traumatic process during the adaptation period. In Spain there has been a change of roles by both the faculty as well as the students and that has led to some mistakes when implementing new working tools such as seminars and workshops. The research presented makes a comparison between the faculty teaching in the Primary School Teaching Degrees at two universities; one Spanish and one English, for the Bologna process to check the similarities and differences when working and thereby obtain information needed to improve the process in Spain.

Keywords

European Higher Education Area, Methodology, University Teaching

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Blández ángel, J., González Maura, V., López Rodríguez, A. and Sierra Zamorano, M.A. (2006) La formación de profesores responsables a través de la investigación-acción. Revista de investigación educativa, RIE, 24, 71-96. (Responsible Teacher Training through Action Research.)
[2]	Pello Aramendi, J. (coord.) (2005) La incidencia de la convergencia europea de la educación superior y la nueva concepción de los créditos europeos (ECTS) en las estrategias de ense?anza-aprendizaje del profesorado universitario. P. Aramendi, San Sebastian. (The Incidence of European Convergence of Higher Education and the New Concept of European Credits (ECTS) in Teaching and Learning Strategies of University Teachers.)
[3]	García Gallego, A. and Blanco Alonso, P. (2007) De La Sorbona a Londres: El camino hacia el Espacio Europeo de Educación Superior (adaptación en Espana: especial referencia a los Estudios Económico-Empresariales). Pecunia: Revista de la Facultad de Ciencias Económicas y Empresariales, 5, 107-144. (Sorbonne to London: The Path to the European Higher Education Area (Adaptation in Spain: Special Reference to the Economic and Business Studies))
[4]	Vázquez Aguado, O. (2005) El espacio europeo de educación superior y el trabajo social en Espana. Portularia: Revista de Trabajo Social. Ejemplar dedicado a: La convergencia en los estudios de trabajo social, 5, 239-255. (The European Higher Education and Social Work in Spain)
[5]	Bain, K. and Traducido por Barberá, O. (2006) Lo que hacen los mejores profesores de Universidad Valencia: Publicaciones de la universidad de Valencia. (What the Best University Faculty Do.)
[6]	Valle Gálvez, J.A. (2006) El Espacio Europeo de Educación Superior, Planteamiento y perspectivas. Revista electrónica de estudios internacionales (REEI), 11. (The European Higher Education Area, Approach and Perspectives.)
[7]	Molero López-Barajas, D. (2007) Rendimiento académico y opinión sobre la docencia del alumnado participante en experiencias piloto de implantación del Espacio Europeo de Educación Superior. Relieve: Revista Electrónica de Investigación y Evaluación Educativa, 13, 2. (Academic Performance and Opinion on Teaching Students Participating in Pilot Implementation of the European Higher Education Area Experiences.)
[8]	Noguera Tur, J. (2004) Oportunidad, posibilidad e imposibilidad de las transformaciones que propone el proceso de Bolonia. Una experiencia desde la geografía. Transformaciones que propone el proceso de Bolonia. Cuadernos. de geografía. 76. (Opportunity, Possibility and Impossibility of the Changes Proposed by the Bologna Process. An Experience from Geography. Changes Proposed by the Bologna Process.)
[9]	Mayer, R.E. (1992) Cognition and Instruction: On Their Historic Meeting within Educational Psychology. Journal of Educational Psychology, 84, 405-412. http://dx.doi.org/10.1037/0022-0663.84.4.405
[10]	De Miguel, M. (Coord.) (2006) Metodologías de ensenanza y aprendizaje para el desarrollo de competencias. Orientaciones para el profesorado universitario ante el espacio euro-peo de educación superior. Alianza, Madrid. (Teaching and Learning Methodologies for Skills Development. Guidelines for Faculty within the European Higher Education Area).
[11]	Good, T. and Brophy, J. (1996) Psicología Educativa Contemporánea. McGraw-Hill, México. (Contemporary Educational Psychology.)
[12]	Valcárcel (2003) La preparación del profesorado universitario espanol para la Convergencia Europea en Educación Superior. Proyecto EA2003-0040. (The preparation of Spanish University Teachers for European Convergence in Higher Education).
[13]	Zabalza, M.A. (2003) Las competencias docentes del profesorado universitario: Calidad y desarrollo profesional. Madrid: Narcea. (Teaching Skills of University Teachers: Quality and Professional Development).
[14]	Gargallo López, B., Suárez Rodríguez, J., Garfella Esteban, P.R. and Fernández March, A. (2011) El cuestionario CEMEDEPU un instrumento para la evaluación de la metodología docente y evaluativa de los profesores universitarios ESE: Estudios sobre educación No. 21, 9-40. (Questionnaire CEMEDEPU, an Instrument for the Assessment of Teaching and Teaching Methodologies by University Faculty.)