La innovación docente en los nuevos gradosEl caso de laasignatura de comunicación en educación

Abstract

The implementation of new study programmes, as part of the process ofconstructing the European Space for Higher Education, is proving to be aconsiderable challenge for the University and faculty. In this paper, a group ofprofessors and lecturers from the Faculty of Pedagogy, who form part of theInquiry-based Teaching Innovation Group to Foster Inquiry-based Education(Indaga`t) (2008GID-UB/16) http://fint.doe.d5.ub.es/indagat-web/, sponsored bythe University of Barcelona, show a reflexive reconstruction of our experience ofproposing, creating, putting into practice and evaluating a new course for thePedagogy degree called Communication in Education. In the development of thisactivity the requirements and the educational “philosophy” that underline theBologna Declaration converged with the perspectives on teaching, learning andevaluation held by our innovative group. Our contributions centre on casuistriesrelated to: (a) decision making about what is considered fundamental in a givendegree; (b) the creation of a new course within a broad and complex field of studies;(c) its practical implementation both from the Bologna perspective and inaccordance with the pedagogic principals of our group; (d) the students’ view oftheir learning experience