Querer acabar antes de comenzarlas prisas por llegar al resultado

Abstract

This article reflects the experience of two students included in the mobility program SICUE/SÉNECA during the 2007/2008 academic year in a subject on curricular innovation (IC or la asignatura), given in the last year of the Educational Psychology Degree Course at the University of Salamanca. Consideration is given to the parallels between educational reforms from the various paradigms of curricular innovation and the attempts of the lecturer of IC to provide active roles for students during the teaching-learning process as well as to encourage reflection and critical analysis on subject contents. However, the efforts of the teacher conflict with the interests of the students, especially since the students behaviour is determined by the evaluation system, relegating to the background other educational aspects. If we want real change in the training offered at education faculties at universities we need the commitment and participation not only of teachers but also of the students themselves.