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

• Autor(a) principal: Ruhalahti, Sanna
• Data de Publicação: 2018
• Outros Autores: Aarnio, Helena
• Tipo de documento: Artigo
• Idioma: eng; por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11386
• topic: Self-paced learning; Dialogical knowledge creation; Deep learning; Teacher Education.; Aprendizagem autogerida; Criação de conhecimento dialógico; Aprendizagem profunda; Formação de professores.

Education is being challenged through the socio-digital revolution; the world has become socially connected and technology offers new opportunities for learning. Based on the earlier studies and on the piloting experiences the need for a new learning design is clear. In this article we emphasize that self-paced learning is important to include as a part of the dialogical collaborative knowledge creation process, because of individual internalizing of knowledge and skills. The article is a brief report on the deep learning results of student-teachers (n=27) through new pedagogical learning design.  Initially, some indications showed that self-paced working deepens achievements as well as dialogical collaborative knowledge creation. The artifacts created in the study circles included signs of deep learning reached through the 4-phase process. The experiences of the piloting foster thinking about new development steps for designing the self-paced and dialogical collaborative knowledge creation process. It is also necessary to develop transparent learning processes, where knowledge and technology have been identified as critical for understanding the future of teacher education.