OVERVIEW OF DIDACTIC METHODICAL
ORGANIZATION OF UNIVERSITY TEACHING BY
BOLOGNA CONCEPT OF HIGHER EDUCATION
Nedim Čirić http://orcid.org/0000-0002-5950-1614University of Travnik - Faculty of Education
Travnik, Bosnia and Herzegovina
International Lifelong Education Center of Tuzla
Tuzla, Bosnia and Herzegovina
|INDECS 14(1), 52-60, 2016
Full text available here.
Received: 13 October 2015.
Reassessment of the existing didactic-methodological organization within the University lectures as well as the role of students and University lecturers is a result of the current process of higher education reforms. The advancement of pedagogical and didactic-methodological competences of university lecturers represents an imperative in reaching a high quality education. The results of this research may function as a starting point in the self-evaluation of University lecturers. The point of this work was to present didactic and methodical elements of contemporary university teaching, according to Bologna concept of higher education, and position of students. Taking into consideration the very definition and didactic methodological structure and legality of teaching, researches related to representation of individual didactic and methodical elements of contemporary university teaching are presented, which relate to forms of teaching, methods of teaching and application of teaching and technical aids. In the context of the current reform of the high education and considering the Bologna Declaration it could be concluded that contemporary university teaching is marked with cooperative interactive teaching in which the position of students and teachers is defined as partnership.
higher education, university teaching, teaching methods, forms of teaching, teaching and technical aids