PEDAGOGY STUDENTS’ REFLECTIVE PRACTICE: A BLENDED LEARNING INTERVENTION

Charikleia Pitsou, Niki Lambropoulos (Lampropoulou)

Abstract


Authentic reflective practice in real working conditions acts as a bridge between the university environment with the engagement and responsibility of a professional. Educating the pedagogy students as teachers is one of the main aims of the Department of Education and Social Work Sciences, University of Patras, Greece. An intervention to support students’ reflective practice with new technologies took place following the flipped classroom and collaborative learning approaches; 169 university students were registered in the associated online course. The course organization, the instructions and the educational material was provided via the course on eClass for the flipped classroom approach. Following collaborative learning methods, the students were divided into small teams, this is 20 students average for each group for teachers’ shadowing and small groups of 3-5 for onsite meetings with tutors. Other than the students’ reflective practice diaries, the tutors also kept observational note. A mixed-methods research design was utilized; the findings derived from an online questionnaire, the eClass logs, a focus group discussion, and tutors’ observation notes. It appears that the blended learning intervention advanced students’ reflective engagement and accelerated their learning and the teaching practice.

Η αναστοχαστική εκπαιδευτική πρακτική σε πραγματικές συνθήκες εργασίας λειτουργεί ως γέφυρα μεταξύ του πανεπιστημιακού και του σχολικού περιβάλλοντος στο πλαίσιο της πρακτικής άσκησης των φοιτητών/τριών. Η προετοιμασία των φοιτητών/τριών ως μελλοντικών εκπαιδευτικών είναι ένας από τους κύριους στόχους του Τμήματος Επιστημών Εκπαίδευσης και Κοινωνικής Εργασίας του Πανεπιστημίου Πατρών στην Ελλάδα. Στην παρούσα έρευνα μελέτης περίπτωσης πραγματοποιήθηκε παρέμβαση με συνδυαστική εκπαίδευση με σκοπό την υποστήριξη του εκπαιδευτικού αναστοχασμού των 169 φοιτητών/τριών που συμμετείχαν στο μάθημα της πρακτικής άσκησης. Συγκεκριμένα, υιοθετήθηκαν οι παιδαγωγικές προσεγγίσεις της ανεστραμμένης τάξης και της συνεργατικής μάθησης με την υποστήριξη των νέων τεχνολογιών. Η οργάνωση του μαθήματος της πρακτικής άσκησης, οι οδηγίες και το εκπαιδευτικό υλικό ήταν αναρτημένα στο eClass. Ακολουθώντας τις μεθόδους και τεχνικές της συνεργατικής μάθησης οι φοιτητές/τριες χωρίστηκαν σε μικρές ομάδες, με μέσο όρο 20 άτομα σε κάθε ομάδα για την παρατήρηση και παρακολούθηση του έργου των εκπαιδευτικών στο σχολείο, καθώς και σε μικρές ομάδες των 3-5 φοιτητών/τριών για αναστοχαστικές συναντήσεις με τις ερευνήτριες. Επιπρόσθετα, οι φοιτητές/τριες διατηρούσαν ημερολόγια αναστοχασμού κατά την παρακολούθηση της διδασκαλίας. Οι ερευνήτριες διατηρούσαν, επίσης, παρατηρητικά σημειώματα. Χρησιμοποιήθηκε ο ερευνητικός σχεδιασμός μικτών ερευνητικών μεθοδολογιών και τα ευρήματα προέρχονται από δεδομένα που συλλέχθησαν με διαδικτυακό ερωτηματολόγιο, τα αρχεία καταγραφής eClass, τη συζήτηση ομάδας εστίασης και τις σημειώσεις παρατήρησης των ερευνητριών. Τα αποτελέσματα δείχνουν ότι η συγκεκριμένη παρέμβαση βοήθησε τον αναστοχασμό των φοιτητών/τριών και επιτάχυνε τη μάθηση στην εκπαιδευτική πράξη και έτσι, συνέβαλε στην επίτευξη των σκοπών της πρακτικής άσκησης.

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Keywords


reflective practice, shadowing, blended learning, flipped classroom, collaborative learning

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DOI: http://dx.doi.org/10.46827/ejes.v7i12.3418

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