Deep learning evaluation in vocational teacher education: Conducted on the principles of authentic and dialogical collaborative knowledge construction

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The vocational education system is being challenged to achieve a greater amount of deep learning. To facilitate the inclusion of more deep learning in the teaching and learning process, curriculum restructuring is required. This article reports the results of a study that investigated the kind of authentic and dialogical collaborative knowledge construction toward which the DIANA model (Dialogical Authentic Netlearning Activity) directs vocational student teachers (n=76). The results indicate that using authenticity as the basis for a learning process enabled individual study circles (f=19) to define questions that were meaningful to them but mainly directed the learners toward superficial learning-oriented activities. Notably, despite engaging primarily in superficial learning-oriented activities, the results indicate that dialogical collaborative knowledge construction still directed the learners toward deep learning, demonstrating how learning changed and was enriched during the process. The framework re-designed for evaluating superficial and deep learning will facilitate the examination of vocational teacher education learning activities in the future.
Original languageEnglish
JournalNordic Journal of Vocational Education and Training
Volume8
Issue number2
Pages (from-to)22-47
DOIs
Publication statusPublished - 2018
MoEC publication typeA1 Journal article-refereed