The development of competencies in initial teacher training 15 years after Bologna (EEES)

Abstract

Introduction. This article presents the results of a research project that aims to analyze the repercussions that the implementation of the Bologna Plan has had on teacher training in Andalusian universities fifteen years after its implementation. This publication focuses its analysis on the characteristics of the knowledge that is worked on in one of the seven faculties studied (University of Córdoba), equating it categorically to that which, according to pedagogical references, is closer to that which develops professional teaching competencies (object by which launched the European Higher Education Area). Method. For this, a qualitative study is carried out based on in-depth interviews with different university agents, as well as an exhaustive documentary review. Results and Discussion. Finally, after an approximation of results in which clear technocratic trends in university education are evident, the debate that was opened at the time on the meaning of university training for future teachers is resumed