Interdisciplinary teaching practice and mediatized learning.

Abstract

The paper presents the outcomes of the first stage of the research “Interdisciplinary Teaching practice, mediation and mediatized learning”. It focuses on the education-communication interface as well as on how the connections between an interdisciplinary stance and the mediation/media influence in teaching practice within the domain of higher education. The central aim of the study is to find out what  the perceptions of students –enrolled in courses such as History, Foreign Languages, Mathematics and Pedagogy of UniBh (BH University Center) are – about the way the media stimuli on the teacher has impacted such teacher’s handling of his/her teaching projects in combination with the students’ self-learning projects. The research is based on the use of qualitative studies. We try to capture, through the use of a questionnaire as well as focal groups, the meanings of some situations which happen to occur in the ordinary functioning of the class within the process of pedagogical mediation/media incentive. As a sign of the times, the study points at the need to spur discussions on – as well as to make effective – mediatized practices turned to self-learning, self-regulation and autonomy within the courses which graduate future teachers.