The Trialogical Learning Approach in Practices: Reflections from Pedagogical cases
In the development of 21st century life skills, specific 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 reflections 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 reflective practice and, specifically, 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 identified as major element requiring improvement.
In the development of 21st century life skills, specific 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 reflections 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 reflective practice and, specifically, 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 identified as major element requiring improvement.
- Type of material
- Terms of use
- Target audience
- Subject areas
- Languages
- Media formats
- OER type
- Metadata and online reference
Submitted by
Pinelopi Gavrilaki
15/06/2022
in the project Introduction to the Trialogic Learning Approach
last updated 15/06/2022
- Evaluations
- No evaluation
Please log in to add evaluation.
No comments yet.
Please log in to leave a comment.