Международный научно-образовательный электронный журнал



Download 13,57 Mb.
Pdf ko'rish
bet235/344
Sana20.03.2022
Hajmi13,57 Mb.
#503221
TuriСборник
1   ...   231   232   233   234   235   236   237   238   ...   344
Bog'liq
ОИНВ21ВЕКЕ. Февраль 2022. Том 6

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. 

Download 13,57 Mb.

Do'stlaringiz bilan baham:
1   ...   231   232   233   234   235   236   237   238   ...   344




Ma'lumotlar bazasi mualliflik huquqi bilan himoyalangan ©hozir.org 2024
ma'muriyatiga murojaat qiling

kiriting | ro'yxatdan o'tish
    Bosh sahifa
юртда тантана
Боғда битган
Бугун юртда
Эшитганлар жилманглар
Эшитмадим деманглар
битган бодомлар
Yangiariq tumani
qitish marakazi
Raqamli texnologiyalar
ilishida muhokamadan
tasdiqqa tavsiya
tavsiya etilgan
iqtisodiyot kafedrasi
steiermarkischen landesregierung
asarlaringizni yuboring
o'zingizning asarlaringizni
Iltimos faqat
faqat o'zingizning
steierm rkischen
landesregierung fachabteilung
rkischen landesregierung
hamshira loyihasi
loyihasi mavsum
faolyatining oqibatlari
asosiy adabiyotlar
fakulteti ahborot
ahborot havfsizligi
havfsizligi kafedrasi
fanidan bo’yicha
fakulteti iqtisodiyot
boshqaruv fakulteti
chiqarishda boshqaruv
ishlab chiqarishda
iqtisodiyot fakultet
multiservis tarmoqlari
fanidan asosiy
Uzbek fanidan
mavzulari potok
asosidagi multiservis
'aliyyil a'ziym
billahil 'aliyyil
illaa billahil
quvvata illaa
falah' deganida
Kompyuter savodxonligi
bo’yicha mustaqil
'alal falah'
Hayya 'alal
'alas soloh
Hayya 'alas
mavsum boyicha


yuklab olish