The Bologna Plan and evaluation in Initial Teacher Training in Andalusia, two decades later

Abstract

The implementation process of the European Higher Education Area (EHEA) since the Bologna Declaration in 1999 has been pivotal in reshaping the university education system. This movement aimed at standardizing academic degrees, promoting student mobility, and enhancing educational quality at the European level. Concurrently, there was recognition of the need to revise teacher training to adapt it to social changes and emerging educational demands. In this context, the importance of evaluating how study plans influenced the development of teaching competencies in Andalusian teacher training universities was raised, in line with the Bologna Plan, more than two decades after its implementation. The analysis reveals the complexity of adapting assessment to new educational paradigms, as well as the need to promote more reflective and diversified practices. Despite the advances towards a student-centered approach and their autonomy, challenges persist at various institutional levels. This approach reflects the importance of continuing to work towards the transformation of a conceptualization of evaluation, anchored in accountability and continually linked to obtaining grades.