WHEN A STUDENT DEMONSTRATOR BECOMES A REFLECTIVE PARTNER IN UNIVERSITY TEACHING

In the context of higher education, partnerships between teachers and learners can take many forms. By incorporating a method of demonstration in which a student demonstrator becomes a co-creator and active partner in higher education teaching, we strengthen student-faculty collaboration in higher education, reduce a theory-practice gap, contribute to the diversity and flexibility of university teaching, and create added value for all parties involved. This paper presents the theoretical background for the introduction of the system of student demonstrators at the University of Maribor, Faculty of Organizational Sciences, as well as the teaching methods and different forms of participation of student demonstrators in the pedagogical process. The experience of a student demonstrator who participated in a Business English course is described. We show how a reflective journal can be used as a tool for analysing lessons and reflecting on student pedagogical engagement, behaviour, and experiences.