Keywords
Codocencia, patrimonio cultural, educación jesuita, humanidades, innovación educativa, Co-teaching, cultural heritage, Jesuit education, humanities, educational innovation
Co-teaching in a Jesuit College: a case study in the humanities
Abstract
¿Es pedagógicamente legítima y productiva toda propuesta de innovación docente en el nuevo entorno tecnológico? Ciertamente, las transformaciones socioculturales han producido una proliferación de metodologías en las últimas décadas. Nuestro proyecto sobre codocencia se llevó a cabo con dos objetivos concretos. En primer lugar, medir la eficacia de la codocencia en un taller con estudiantes de cuarto curso del Grado de Filosofía sobre el tema de la cultura del Barroco. En segundo lugar, evaluar la utilidad del rico marco pedagógico ignaciano en los actuales entornos de aprendizaje. Sugerimos que la enseñanza colaborativa e interdisciplinar, al potenciar el contacto experiencial con el patrimonio cultural, utilizar técnicas de gamificación y situar, en primer plano, los debates del siglo XXI sobre las redes sociales, la realidad virtual y los cambios en las cuestiones de género, permitió a los estudiantes fomentar el pensamiento crítico y la creatividad. Estas habilidades, esenciales para la era digital y la identidad jesuítica, validan el marco pedagógico ignaciano en la educación universitaria del siglo XXI.
Is every teaching innovation proposal within the new technological environment pedagogically legitimate and productive? Certainly, sociocultural transformations have produced a proliferation of methodologies in the last decades. Our project about co-teaching practices was carried out with two concrete goals. First, to measure the efficiency of co-teaching in a workshop with fourth-year students on the topic of the culture of the Baroque. Second, to assess the usefulness of the rich Jesuitical pedagogical framework in current learning environments. We suggest that collaborative and interdisciplinary teaching, by enhancing experiential contact with cultural heritage, using gamification techniques, and placing, front and centre, twenty-first-century debates on social media, virtual reality, and changes in gender issues, allowed the students to foster critical thinking and creativity. These skills, essential for the digital era and the Jesuitical identity, validate the Ignatian pedagogical framework in twenty-first-century university education.
Is every teaching innovation proposal within the new technological environment pedagogically legitimate and productive? Certainly, sociocultural transformations have produced a proliferation of methodologies in the last decades. Our project about co-teaching practices was carried out with two concrete goals. First, to measure the efficiency of co-teaching in a workshop with fourth-year students on the topic of the culture of the Baroque. Second, to assess the usefulness of the rich Jesuitical pedagogical framework in current learning environments. We suggest that collaborative and interdisciplinary teaching, by enhancing experiential contact with cultural heritage, using gamification techniques, and placing, front and centre, twenty-first-century debates on social media, virtual reality, and changes in gender issues, allowed the students to foster critical thinking and creativity. These skills, essential for the digital era and the Jesuitical identity, validate the Ignatian pedagogical framework in twenty-first-century university education.
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