AN EXPERIENCE OF ELABORATING LEARNING GUIDES IN A UNIVERSITY CONTEXT

One of the current challenges confronted by University teachers is related to the need of adapting their material to new training demands as a result of new curricula in the context of European convergence. Thus, teachers must adapt their teaching facing questions as: What kind of professional do I want to bring up?; What kind of skills or competences should I develop in these students?; How to teach these?; How to assess them?; How can I develop activities to encourage students 'greater involvement with their learning?... Answering these questions undoubtedly will bring teachers an exciting and creative work, but it can also be sometimes a stressful task, generating feelings of overloading. However, to generate this change in teachers' identity is not just a consequence of individual variables. Academic context characteristics can also play a determinant role. Between these variables, we are going to focus this paper in a very specific way of working in University teaching: work in groups with innovative thinking when designing a new Teaching guide. In this paper, we describe the specific case of the Teaching guide for Social Development, course included in the Psychology Degree, result of a collaborative work of several teachers from different universities. For this purpose, we describe characteristics of the context, objectives and competences worked in this subject and teaching methodologies for every thematic topic included in the area. We also describe evaluation methods and strategies, discussing their advantages and problems faced by the team when working in the guide.