Teaching transformation of the university after twenty years of Bologna: Balance and keys for a future to be defined

Abstract

In this article we will analyze the transformation that is observed in university teaching after twenty years of the Bologna Declaration. A teaching that has been expanding and diversifying its meaning and that is the product of the combination of two underlying logics: the logic of quality and the logic of innovation both closely related but usually dissociated in institutional practice. The construction of the European Higher Education Area has gradually made teaching work more complex, from being a deregulated, autonomous and private activity to being a prescribed, interdependent and public activity. This complexity process is closely related to the improvement of quality, understood as the quality of the teaching staff, the degree and the university center itself, and, by extension, of each university. Aspects such as the accreditation of degrees and centers, the accreditation of teaching activity, the types and topics addressed in teacher training, the peculiarities of teaching educational innovation and the evolution of publications on teaching will be analyzed in a diachronic way. The analysis of the data shows us that, despite the intensity of certain moments, interest in quality processes, teacher training and teaching innovation has stagnated or even weakened today. The work concludes with some clues as a guide for a particularly uncertain future.