Accreditation processes impact on identity modes of performance from an integrating perspective

Abstract

Raising the quality in pre-service training of university studies is a permanent task and accreditation processes are essential in their improvement since through them, the actors involved attain the necessary awareness to move toward new goals. The main objective of this paper is to demonstrate through the systematization of experiences as the main research method used, the progress made in the “Foreign Languages” ​​program at Universidad Central "Marta Abreu" de Las Villas, Cuba from the first accreditation process to the second one, particularly in the identity acting mode of performance from an integrative approach.