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The Transformation of Practical Teaching Focusing on Dialogic Learning

This study investigates the transformation of practical teaching in a Catalan school, connected to the design, implementation and development of project-based learning, and focusing on dialogic learning to investigate its limits and possibilities. Qualitative and design-based research (DBR) methods are applied. These methods are based on empirical educational research with the theory-driven of learning environments. DBR is proposed and applied using practical guidance for the teachers of the school. It can be associated with the current proposals for Embedding Social Sciences and Humanities in the Horizon 2020 Societal Challenges. This position statement defends the social sciences and the humanities as the most fundamental and important ideas to face all societal challenges. The results of this study show that before the training process, teachers apply dialogic learning in specific moments (for example, when they speak about the weekend); however, during the process and after the process, they work systematically with dialogic learning through the PEPT: they start and finish every activity with a individual and group reflection about their own processes, favouring motivation, reasoning and the implication of all the participants. These results prove that progressive transformations of teaching practice benefit cooperative work in class

Procedia Social and Behavioral Sciences, 2014, vol. 141, p. 5-9

Elsevier

Autor: Vives Parés, Laia
Alsina, Angel
Data: 2014
Resum: This study investigates the transformation of practical teaching in a Catalan school, connected to the design, implementation and development of project-based learning, and focusing on dialogic learning to investigate its limits and possibilities. Qualitative and design-based research (DBR) methods are applied. These methods are based on empirical educational research with the theory-driven of learning environments. DBR is proposed and applied using practical guidance for the teachers of the school. It can be associated with the current proposals for Embedding Social Sciences and Humanities in the Horizon 2020 Societal Challenges. This position statement defends the social sciences and the humanities as the most fundamental and important ideas to face all societal challenges. The results of this study show that before the training process, teachers apply dialogic learning in specific moments (for example, when they speak about the weekend); however, during the process and after the process, they work systematically with dialogic learning through the PEPT: they start and finish every activity with a individual and group reflection about their own processes, favouring motivation, reasoning and the implication of all the participants. These results prove that progressive transformations of teaching practice benefit cooperative work in class
Format: application/pdf
ISSN: 1877-0428
Accés al document: http://hdl.handle.net/10256/10141
Llenguatge: eng
Editor: Elsevier
Col·lecció: Reproducció digital del document publicat a: http://dx.doi.org/10.1016/j.sbspro.2014.05.003
Articles publicats (D-DE)
És part de: Procedia Social and Behavioral Sciences, 2014, vol. 141, p. 5-9
Drets: Attribution-NonCommercial-NoDerivs 3.0 Spain
URI Drets: http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Matèria: Pedagogia crítica
Critical pedagogy
Pedagogia
Education -- Study and teaching
Títol: The Transformation of Practical Teaching Focusing on Dialogic Learning
Tipus: info:eu-repo/semantics/article
Repositori: DUGiDocs

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