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 emprovement. Methodological reflections about the use of the scenario as a corpus of data are discussed.

The trialogical learning approach in practice: reflections from pedagogical cases / Sansone, Nadia; Bortolotti, Ilaria; Buglass, S. L.. - In: QWERTY. - ISSN 2240-2950. - STAMPA. - 2:11(2017), pp. 99-120.

The trialogical learning approach in practice: reflections from pedagogical cases

SANSONE, NADIA;BORTOLOTTI, ILARIA;
2017

Abstract

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 emprovement. Methodological reflections about the use of the scenario as a corpus of data are discussed.
2017
trialogical learning approach; object-oriented learning; mediation; pedagogical scenario; teacher learning
01 Pubblicazione su rivista::01a Articolo in rivista
The trialogical learning approach in practice: reflections from pedagogical cases / Sansone, Nadia; Bortolotti, Ilaria; Buglass, S. L.. - In: QWERTY. - ISSN 2240-2950. - STAMPA. - 2:11(2017), pp. 99-120.
File allegati a questo prodotto
File Dimensione Formato  
Sansone_Trialogical_2016.pdf

accesso aperto

Note: Articolo principale
Tipologia: Versione editoriale (versione pubblicata con il layout dell'editore)
Licenza: Tutti i diritti riservati (All rights reserved)
Dimensione 275.75 kB
Formato Adobe PDF
275.75 kB Adobe PDF

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/971363
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact