Self-paced and dialogical knowledge creation for promoting deep learning: the pilot case in Teacher Education

Sanna Ruhalahti; Helena Aarnio

doi:10.21723/riaee.nesp1.v13.2018.11386

Autores

Sanna Ruhalahti
Helena Aarnio

DOI:

https://doi.org/10.21723/riaee.nesp1.v13.2018.11386

Palavras-chave:

Aprendizagem autogerida, Criação de conhecimento dialógico, Aprendizagem profunda, Formação de professores.

Resumo

A educação está sendo desafiada através da revolução sócio digital; o mundo tornou-se socialmente conectado e a tecnologia oferece novas oportunidades para o aprendizado. Com base nos estudos anteriores e nas experiências de pilotagem, a necessidade de um novo design de aprendizagem é clara. Neste artigo, enfatizamos que é importante incluir a aprendizagem autogerida como parte do processo dialógico de criação de conhecimento colaborativo, devido à internalização individual de conhecimentos e habilidades. O artigo é um breve relatório sobre os resultados profundos de aprendizagem de alunos-professores (n = 27) através de um novo projeto de aprendizagem pedagógica. Inicialmente, algumas indicações mostraram que o trabalho autogerido aprofunda as conquistas, bem como a criação de conhecimento colaborativo dialógico. Os artefatos criados nos círculos de estudo incluíam sinais de aprendizado profundo alcançados através do processo de 4 fases. As experiências da pilotagem estimulam o pensamento sobre novas etapas de desenvolvimento para o design da criação de um processo de conhecimento colaborativo, autogerido e dialógico. É também necessário desenvolver processos de aprendizagem transparentes, onde o conhecimento e a tecnologia tem sido identificados como críticos para a compreensão do futuro da formação de professores.

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Biografia do Autor

Sanna Ruhalahti

University of Lapland, Faculty of Education, Centre for Media Pedagogy. HAMK University of Applied Sciences, School of Professional Teacher Education. Doctoral candidate.

Helena Aarnio

Ph.D. Dialele, Coaching and Mentoring of Dialogical Competence

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