INTERACTIVE TEACHING AS INNOVATION IN QUALITY OF DIDACTICAL METHODICAL ORGANIZATION OF ACADEMIC TEACHING

Discussions on quality of university teaching are numerous and under the public eye. At contemporary market conditions where responsibility and evaluation of academic institutions is accentuated there is a need for innovations of methodical organizations of teaching work for the purpose of development and promotion of quality of academic teaching and higher education. The accent is on pleasure and requirements of students, competencies of teachers and labor market expectation as well as the community. The purpose of this paper is to present characteristics of interactive teaching in relation to quality of academic teaching and establish whether university teaching through interactive learning and teaching emphasizes cooperative and partner relations through position and role of students and teachers. In terms of methodology, the method applied is one of meta-analysis for research studies that dealt with studying of characteristics of academic teaching (innovations in learning and teaching, project-co-relation approach realized through connecting of teaching contents and differences in teaching organization, and the like) based on which it could be said that problems of contemporary researches in the area of academic didactics mainly encompassed micro organizational structure of teaching work. Analytic-descriptive method was used with the procedure for content analysis. The basis was the assumption that didactical methodical structure of teaching work according to the model of interactive teaching contributes to creation of co operational and partner relations through positions and role of students and teachers which is reflected to higher quality of academic education. The results of this research indicated that interactive teaching with suitable methodical-didactical structure of organization of teaching work contributes to development of cooperative relations that were neglected in the concept of traditional paradigm of academic education which contributes to quality of academic