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ФИО автора:
Khaytarova Zulfiya
Student of Samarkand state institute of foreign languages
Название публикации:
«LEARNING COMPONENTS IN UPPER SECONDARY
TEACHERS’ PEDAGOGICAL STYLES»
Abstract:
pedagogical patterns attempt to provide technology-supported answers to
educational difficulties to instructors with minimal teaching experience. Upper
secondary teachers recognized for their use of technology in the classroom developed
pedagogical models during a workshop series. These patterns serve as evidence for a
deductive thematic analysis in order to determine how they represent essential
components of learning theories. The study demonstrates that the learning activities
foster individual and reflective learning, but that the solutions include a wide range of
pedagogical components. The authors conclude that the analytical approach proposed
helps to studies in technology-enhanced learning. It has the potential to broaden
understanding of the pedagogy involved in learning designs that promote the use of
technology in education.
Key words:
components, terms, learning process, solutions, patterns.
This article provides a descriptive examination of learning designs created by
upper secondary teachers in the form of pedagogical patterns. The study seeks to
comprehend what the designs tell about components relevant to learning theories,
either implicitly or explicitly. To that purpose, the analysis employs a framework
created by Conole et al. (2004) for inferring pedagogy connected to certain learning
theory traits. Furthermore, the approach employs deductive theme analysis. The study
is thus guided by the following research question: which components of learning can
be differentiated in instructional patterns?
For instructors' learning designs, many pedagogy planner tools, mainly referred
to as Learning Designs, have been offered. They serve as a structure for instructors to
communicate and share information related to the pedagogical use of technology in
education, which can then be reused. The Learning Designer tool (Laurillard et al.,
653
2018), an online resource that walks teachers through various elements that eventually
result in a complete learning design, and TPACK (Mishra & Koehler, 2006), which
integrates seven aspects of teachers' knowledge about technology, pedagogy, and
content to help teachers reflect on these matters when creating learning designs, are
two examples.
This article focuses on pedagogical patterns, a type of learning design derived from
design patterns (Persico & Pozzi, 2015), which were initially developed by architects
Alexander et al. They were devoted to sharing their architectural skills and ideas with
a wider audience by explaining difficulties in a context familiar to architects and
proposing solutions to the stated challenges. Thus, design patterns are built on the
design tradition's notion of problem-framing and solution exploration as fundamental
components of the design process.
It is well known that professionals (e.g., engineers, architects, or teachers) find it
challenging to access and explain the information gained via their school and job
experiences (Schön, 1983). As a result, most professional information is tacit, and
teachers may be less able to describe the desired methodology. Nonetheless, it has been
claimed that in order for learning designs to be effectively reused, 'pedagogy must be
unambiguous and properly defined' (Bennett et al., 2016, p. 155). In one case study,
pre-school teachers in training participated in a course to help them integrate
technology in their future practice by utilizing TPACK (Nguyen & Bower, 2018). The
course comprised lectures and seminars on educational techniques and theories
involving "scaffolding tactics, promoting cooperation, performing assessments, and
epistemologies of learning."
However, investigations of teachers' design discourse while generating learning
designs using the TPACK model yielded a contradicting outcome. These findings show
that the teachers considered pedagogy while planning for learning. The findings are
consistent with the model in which pedagogy equals pedagogical strategies and
'instructional strategies, classroom strategies, and knowledge about learners, learning,
654
and teaching' (Boschman et al., 2015, p. 395), but provide no additional information
about the nature of those strategies.
In 2016, the city of Stockholm's educational administration developed an
initiative to encourage upper secondary teachers' use of technology in collaboration
with Stockholm University. The municipality encouraged teachers with recorded
experience of using technology in the classroom to join and share their proven ideas
on technology use by implementing design methods that would motivate other teachers
to use technology in their classrooms. Fourteen upper secondary teachers from various
schools representing a variety of topics accepted the offer to participate in the initiative.
The workshop series consisted of five two-hour meetings supervised by the three
researchers and occurred outside of classrooms in a municipal conference room. The
first two workshops focused on participatory design strategies to help instructors with
'constructive conversation, communication, negotiation, and mutual learning' (Muller,
2008, p. 1064). The three remaining workshops concentrated on writing design
patterns, and each meeting produced four to six designs, with instructors working in
various collaborative groups across courses. According to Herbert, the researchers
acted as facilitators, assisting instructors if they needed assistance in detecting
difficulties that prevented them from making judgments. As a result, instructors were
encouraged to develop any design pattern that they thought had the potential to
facilitate the use of technology.
The original concept suggests a six to seven-position continuum. Because
educational patterns are fragmented, solutions were required to transmit knowledge
that was too restricted to be effectively presented on such a fine scale. The alternative
of utilizing just binary distinctions was deemed insufficient, thus a single intermediate
location on each spectrum was developed to aid in the characterization of the solutions.
The conceptual framework used was consistent with the theme analysis. It was
made up of core components that corresponded to nine different instructional concepts.
When inferring pedagogy from a solution that incorporates components from both
655
themes on a spectrum, it is anticipated that the answer will be put in the intermediate
theme. It is hard to deduce a pedagogical theme if neither the solution nor the complete
educational pattern communicate adequate meaning.
The use of pedagogical themes for each answer and three spectra allows the
results to be grouped into clusters. The combinations of educational themes
recommended for each solution are then reflected in these clusters.
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