Evaluating ECTS in Sociology of Education within primary teacher training curricula

In this article we present a teaching experience with primary teacher training students in courses within the area of sociology, in which an innovation as regards the implementation of ECTS was introduced. By carrying out some research students become directly involved in their learning process and at the same time they learn how to develop and implement a research project. Our aim was to make them understand the importance of observing the social context as closely linked to theoretical knowledge. The field work was restricted to one specific case; therefore this experience can be framed within the case teaching methodology. We also present an evaluation of the above mentioned innovation, highlighting its limitations and weaknesses.