The impact of Bologna Process in teacher education. Case study in an andalusian university

Abstract

In this text, the authors study how the university educational policies derived from the Bologna Process are specified in teacher education. For this, a case study is carried out in a Faculty of Educational Sciences in Andalusia, through: questionnaires, semi-structured interviews and documentary analysis of the regulations and study plans of the center. The results and their subsequent analysis delve into the policies, organizational and governance structures of the faculty that condition and shape the experience of students and faculty. The analysis focuses on a structural issue: the system of hypercompetitiveness that has been generated in the last decades and that perverts teacher training, emptying the experience of students and teachers of meaning. Ultimately, the discussion of results and its conclusions point to the fact that the Bologna Plan and the policies that are developed from it in Spain are oriented towards the regulation and standardization of the social and economic changes typical of our time, that of globalization and neoliberalism, weighing down the quality of teacher training.