Teacher training, in the context of an educational system such as Spanish with a focus on teaching-learning, requires rethinking how students learn and develop competencies relevant to their future professional environment as teachers. From the methodology of integral learning, Learning Based on a Teaching Project (ABPD) emphasizes the importance of addressing the strategic learning of future teachers, in their active participation, effective feedback and responsibility in the tasks of self-authorship and quality. It works on the three key moments, such as the planning of activities, the development and the evaluation of the results. For this, a rubric is defined, based on some markers identifies the progress in the process of learning and incorporate both the formative evaluation of the teacher (complete and continuous in all activities), such as self-evaluation, peer evaluation and co-evaluation, according to the nature of the activities carried out. The work shows a case study for an accumulated group of students of the Master's Degree in Teacher Training, in the specialty of Economics and Business Administration of the Complutense University of Madrid, and it brings as a result the improvement of the teaching and learning processes.
 

Higher education; Learning; Evaluation; Competencies; Rubric.