Education professors´ assessment of the competences- based learning implemented

Resumen

The 2010-11 academic year saw the official launch of the European Higher Education Area (EHEA) and what were known as Bologna degrees under the European Credit Transfer System (ECTS). This article mainly seeks to examine the level of competence-based learning in teacher training qualifications in Spain. Importance-Performance Analysis (Martilla, J.A. y James, J.L., 1977) was used to determine how competence-based learning is assessed by the teaching staff and academic heads of teacher training qualifications. The focus is also on drawing the key findings from an empirical study carried out with a sample of 145 people (teachers and managers). The results of a factor analysis were presented with five factors that describe the teaching-learning process: competence planning, teaching management and coordination, tutorial support and assessment and, finally, review and improvement. These factors were correlated with the training received to implement the EHEA process and the use of master classes. Both obtained significant correlations. This article is completed with a complementary article that includes the qualitative views of the teaching staff on the implementation of the European process and its difficulties