[en] With the introduction of the competency-based approach, university teaching has to face new challenges into the convergence process by the European Higher Education Area (EHEA). This situation involves a series of pedagogical implications related to: the emphasis on student learning, the changing role of the teacher as manager of the learning process, and the development of the ECTS methodology of ?Other Teaching Spaces? such as teaching small groups (seminars) or group works in the same classroom. The intention is to harness the educational potential of other teaching tools than those of lectures, for two reasons: better development in the acquisition of competence and greater concern for the quality of teaching, where ECTS credits, the competency as one of the axes of the curriculum, independent learning as aim and mean of higher education, learning throughout life as a synthesis of student learning and creating teaching materials as means of access to knowledge, are the benchmark in the construction of a university adapted to the EHEA. Similarly, we analyze the perceptions of students leading to curriculum development and methodology of the subject, comprising the high degree of satisfaction with the objectives, methodology and resources used in the subject, highlighting the tutorial and teamwork for effective learning. In this context, the aim of this paper is to show a teaching experience in the subject of Research Methods in Education, adapted to the requirements of the EHEA within the degree of Social Education in Talavera de la Reina (Toledo) Campus of the University of Castilla-La Mancha. Likewise, we analyze the perceptions of students on the curricula and methodological development of the subject.

[fr] Avec l?introduction d?une nouvelle perspective sur les concurrences professionnelles, l?enseignement universitaire fait front ? des nouveaux d?fis ? l?int?rieur du processus de convergence par l?Espace Europ?en d??ducation Sup?rieure (EEES). Cela comporte une s?rie d?implications p?dagogiques li?es avec: l?emphase dans l?apprentissage de l??tudiant; l??change de r?le de l?enseignant comme g?rant de processus d?apprentissage; et la promotion de la m?thodologie ECTS ?d?autres espaces? didactiques comme les petits groupes (les s?minaires) ou les travaux groupales ? l?int?rieur de la m?me salle de cours. L?intention de tout cela est de mettre ? profit le potentiel p?dagogique d?autres outils didactiques diff?rents des classes magistrales, pour deux motifs: un meilleur d?veloppement dans l?acquisition de concurrences et une plus grande inqui?tude pour la qualit? de l?enseignement, o?, les cr?dits ECTS, les comp?tences comme l?un des axes du curriculum, de l?apprentissage autonome comme un objectif et un moyen de l??ducation sup?rieure, l?apprentissage au long de la vie, comme une synth?se de l?apprentissage de l??tudiant et la cr?ation des mat?riels didactiques comme m?dias de l?acc?s ? la connaissance, constituent le point de r?f?rence dans la construction d?une universit? adapt?e ? l?EEES. De la m?me fa?on, on analyse les perceptions des ?tudiants dirig?s au d?veloppement curriculair et m?thodologique de la mati?re, en ?tant ?tabli le grand degr? de satisfaction ? l??gard des objectifs, la m?thodologie et les ressources utilis?s dans la mati?re, en d?tachant l?action tutorial et le travaille en ?quipe pour un apprentissage efficace. Dans ce contexte, l?objectif de cet article est de pr?senter une exp?rience enseignante dans la mati?re des m?thodes de recherche, adapt?e aux exigences de l?Espace Europ?en d??ducation Sup?rieure, qui nous fera faire front ? des nouveaux d?fis dans l?organisation du degr? d??ducation Sociale du Campus de Talavera de la Reina (Tol?de) de l?Universit? de la Castilla-La Mancha.