THE UNIVERSITY´ DIDACTICS

Abstract

Taking into account the current Bologna process towars an European Higher Education Area and the new emphasis on the added value of a good teaching, the author raises the discussion around the nature and structure of the Didactics in Higher Education, conceived as a field of study focused on teaching and learning processes. The start point is that constructing knowledge about teaching requires a sistematic analysis of teaching practices and to do that we have to consider nine central factors of the teaching-learning processes: teachers, students and contents; the relationships between teachers, between students and between contents; and the relationships between teachers and contents, between teachers and students and between students and contents. Finally, some contributions of the Higher Education Didactics to the Bologna process are mentioned as conclusions.