In the process of convergence towards the European Higher Education Area (EHEA), among other issues, these stand out: the methodological renovation and the adoption of a teaching pattern focused on the development of competences. The goal of this poster is to show how the professors of Pedagogy at the University of Oviedo assess the suitability of the different methodological strategies available for the development of transversal competences. This poster is influenced by two basic issues. First, the reform of university education, which has revealed the need of transforming the teaching-learning methodologies used so far (De Miguel, 2006; De Miguel et al, 2006; MEC, 2006), in order to favour a formative approach based on the development of competences which will allow the inclusion of transversal competences in all the new degrees (González & Wagenaar, 2003). It is in this context that the idea of investigating professors’ assessment of the possibilities offered by the different methodological options came into existence. The second basic issue of this poster is related to transversal competences themselves. Thus, it became necessary to learn more about the professors’ assessment of the above mentioned possibilities on the basis of a list of generic competences, and not of abstract references to large categories of competences. For that reason, we have used the list of generic competences that is offered in “Blank Book Degree in Pedagogy and Social Education” (ANECA, 2004), instead of other possible options such as “Tuning Project” (González & Wagenaar, 2003).

The main aim of this research is to know how teachers value the suitability of different teaching methodologies and organizational forms devised to develop transversal competences. It is a descriptive and exploratory study. In order to gather information the research group prepared a questionnaire, a Likert scale, which goes from 0 (not suitable) up to 3 (suitable) and which was sent to all the professors of Pedagogy. 83 questionnaires were sent, but only 15 were answered and sent back. The teaching methods that have been considered are: lecture, case study, problem solving, problem-based learning, project-oriented learning, cooperative learning. The organizational forms that have been selected are: theoretical and practical lessons, seminars, workshops, internships, tutorials, teamwork, and autonomous work. The procedures and assessment techniques that have been used to assess competences are: objective tests, short-answer texts, development tests, reports on practices, self-assessment systems, attitude scales, observation techniques and portfolio.

We offer the results of our research about the professors’ average assessment of the suitability of methods and organizational forms used for the development of transversal competences. As regards the transversal competences and teaching methodologies: “project-oriented learning”, “cooperative learning” and “problem-based learning” are positively assessed when considered in relation to a large number of competences. Some transversal competences (“organization and planning”, and “problem solving and decision making”), can be efficiently developed through a number of methodologies. As regards the competences and organizational forms: “external practices” and “teamwork”, used for the development of most of the competences, are given the highest marks. On a second level, one may find “seminars” and “workshops”. The results that have been obtained indicate that it seems necessary to diversify the methodological strategies that are used, and that it is essential to apply the research and analysis of the transversal competences carried out by the professors.