Co-teaching in a Jesuit College: a case study in the humanities

Abstract

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.