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

Tutkimustuotos: Kirjoitus lehdessä tai erikoisnumeron toimittaminenArtikkeliTieteellinenvertaisarvioitu

Tiivistelmä

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.
Alkuperäiskielienglanti
JulkaisuNordic Journal of Vocational Education and Training
Volyymi8
Numero2
Sivut22-47
DOI - pysyväislinkit
TilaJulkaistu - 2018
OKM-julkaisutyyppiA1 Vertaisarvioitu alkuperäisartikkeli