The Higher Education regulation process in Europe, known as the Bologna Process, has involved many changes, mainly in relation to methodology and assessment. According to some authors, one of the terms that may characterise best this Higher Education framework is "modularization". This concept is linked to the new structure of the university studies which is precisely based on "modules". The paper given below is related to implementation of the new EU study plans into the Teacher Training University College of Vitoria-Gasteiz; it is the first interdisciplinary paper involving teaching staff and related to the Teaching Profession module, the first contained in the structure of the new plans. The coordination of teaching staff is one of the main lines of work in the Bologna Process, which is essential to develop the right skills and maximise the role of students as an active learning component. The use of active, interdisciplinary methodologies has opened up a new dimension in universities, requiring the elimination of the once componential, individual structure, making us look for new areas of exchange that enable students' training to be developed jointly. Among the conclusions it is highlighted the implementation of module which has had its difficulties to be carried out. Moreover, we show the principal valuations made by teaching staff and students about this first interdisciplinary experience.
