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The Trialogical Lea rning Approach in Practices : Refl ections from pedagogical cases
| Content Provider | Semantic Scholar |
|---|---|
| Author | Sansone, Nadia Bortolotti, Ilaria Buglass, Sarah L. |
| Copyright Year | 2017 |
| Abstract | In the development of 21 century life skills, specifi c activity-based learning approaches could be helpful. This article describes the Trialogical Learning Approach, considered from the point of view of its interpretation and evaluation by teachers across a range of pedagogical courses. The aim of the paper is to provide both a summary of refl ections on current practices and recommendations for potential enhancements to the trialogical pedagogical application. After a description of the approach, we focus on the role of pedagogical scenarios in educational design and refl ective practice and, specifi cally, the scenarios used by teachers involved in the European project KNORK who have implemented TLA in their courses. From the content analysis of 53 pedagogical scenarios we have derived that: a) teachers were competent in designing their course following the trialogical approach prescriptions, b) teachers believed that the approach had promoted professional, collaborative and digital skills, thus satisfying their initial expectations, and c) a better management of group work and evaluation has been identifi ed as major element requiring improvement. * University of Rome, Sapienza. ** Nottingham Trent University. Corresponding author: nadia.sansone@uniroma1.it The Trialogical Lea rning Approach in Practices / QWERTY 11, 2 (2016) 99-120 100 Methodological refl ections about the use of the scenario as a corpus of data are discussed. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.ckbg.org/qwerty/index.php/qwerty/article/download/240/232 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
