Teaching Methodology

An old Indian dictum said that "the world is wide and alien." The same feeling over whelms many Spanish teachers. Bologna has become an unidentified source of demands and changes that they do not feel as their own neither confidents on them. Depending on who is speaking, Bologna can be part of the problem or be part of the solution. In this general context of controversy about the new EHEA ( European Higher Education Area), we must place the more concrete level of discussion about the innovation in teaching methods. This text deals with Bologna as an opportunity for a profound change in the learning process of our students: how to sift from the "instructional paradigm" to the "learning facilitation paradigm". This change will become effective only if it can move from the big international policy statements to specific teaching practices into the Faculties. This is a complicated transit which depends on many intermediate variables: the institutional culture and the teachers conceptions. 4 aspects of the methodologies are discussed in the text taking into account the perspective of Bologna: (a) spaces and time organization; (b) the information delivery modalities; (c) the orientation and management of the learning activities and (d) the interpersonal relationships. Finally, we argue about the need for introducing mixed methodologies that complement the basic aspects of traditional teaching methods: lessons, teamwork and independent work of students.