In Spain, the evaluation of University Lectures has been focused –almost exclusively- in their research activity, as an external evaluation in order to be promoted along the Academic System (Tenuere Track). But the teaching dimension of their work –that is also an extremely important element in the quality standards of Universities- has not been so much taken into account. Presently, a network of Lectures from different Spanish Universities, is working in a Project financed by the late Spanish Ministry of Innovation and Science that aims to: - Identifying the different instruments of evaluation of the “teaching competence” - Surveying the most significant research work and recent literature in this field - Contrasting the validity if the present model of “a good University Lecturer” to see if it is appropriate in the context of EHEA - Designing an evaluation instrument of “University Lecturer Competency” that envisages all the relevant dimensions of the profession. The project will be developed along three phases: - First: Definition of “Teaching Competency” in the context of the EHEA, after an analysis of recent literature on this issue. We have pointed out 9 dimensions of the teaching profession that have to be assessed: 1. Planning 2. Performance in the classroom 3. Students assesment 4. Students guidance, tutoring, ecc. 5. Personal traits of character (in relation to the students group) 6. Academic results of the students 7. In-service training, papers given at Conferences, ecc. 8. Publications 9. Participation in research projects and others - Second: Definition of what is a competent lecturer from the student’s point of view Application of a questionnaire, and interviewing the better valued lecturers. - Thrid: (Begining in 2010) Elaboration of - A model of “Good University Lecturer - An instrument of evaluation for “Good Lecturers” in the context of EHEA (Questionaire, model for interview, ecc. )

The nature of this investigation makes necessary to use complementary methods a. QUANTITATIVE METHODOLOGY In order to avoid measurement failures when evaluating the results of the questionnaire on “teaching competency”, two technics of correlational analysis will be employed: - Structural covariance, in order to probe the appropriateness of the study - Multilevel analysis, in order to measure the distorting effects of certain variables of classification b. QUALITATIVE METHODOLOGY - Critical analysis of recent literature in the field - Observation techniques - Analysis of contents (video recordings of the better valued Lecturers) - Interview to the better valued Lecturers - Discussion groups (Lecturers and students) - Multicriterial methods

“Teaching Competence”, was defined some years ago as the specific preparation of university lecturers so that they may perform the different professional responsibilities and functions, such as: design, motivation of students, guidance, evaluation of the students progress, and team work with other colleagues. When reviewing recent literature about this issue, “Teaching Competence” is defined in very similar ways. We think that it is important to identify more precisely what is meant by those characteristics mentioned in order to propose a more efficient tool to measure in a faithful way what it is “Teaching Competence” in the context of the EHEA.