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El proceso de regulacion de la Educacion Superior en el marco europeo, conocido como Plan Bolonia, ha supuesto muchos cambios, principalmente en lo concerniente a metodologia y evaluacion. Uno de los terminos que, segun algunos autores, caracterizan el actual marco de estudios superiores es el de “modularizacion”, relacionado con el proceso de estructuracion y reforma de los nuevos planes de estudio, organizados precisamente por “modulos”. El trabajo que se presenta a continuacion se enmarca en el modulo de Profesion docente, primero de los que componen –en los grados de Magisterio- la estructura modular de los nuevos grados. El reto que plantea el proceso de Bolonia dificilmente puede ser abordado sin una adecuada coordinacion entre el profesorado, algo que resulta indispensable para el desarrollo de las competencias y el impulso del papel del alumnado como agente activo del aprendizaje. La utilizacion de metodologias activas e interdisciplinares supone la apertura de una nueva dimension en el ambito universitario, obliga a la ruptura de la otrora conocida estructura parcelaria e individual, y conduce a la busqueda de nuevos espacios de intercambio que posibiliten que la formacion del alumnado sea desarrollada conjuntamente. Entre las conclusiones se destaca la propia implementacion del modulo, no exenta de ciertas dificultades, y se recogen las principales valoraciones que tanto profesorado como alumnado han realizado sobre esta primera experiencia interdisciplinar. ABSTRACT The beginning of the interdisciplinary experience in the U.C. of Teacher Training of Vitoria-Gasteiz:  Teaching Profession module. 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.

El inicio de la experiencia interdisciplinar en la E.U. de Magisterio de Vitoria-Gasteiz: El módulo de profesión docente