The trialogical learning approach in practice: reflections from pedagogical cases

Sansone, N., Bortolotti, I. and Buglass, S.L. ORCID: 0000-0002-1079-8461, 2017. The trialogical learning approach in practice: reflections from pedagogical cases. Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, 11 (2), pp. 99-120. ISSN 2240-2950

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Abstract

In the development of 21st century life skills, specific activity-based learning approaches could be helpful. This article describes the Trialogical Learning Approach, considered from the point of view of its interpretation and evaluation by teachers across a range of pedagogical courses. The aim of the paper is to provide both a summary of reflections on current practices and recommendations for potential enhancements to the trialogical pedagogical application. After a description of the approach, we focus on the role of pedagogical scenarios in educational design and reflective practice and, specifically, the scenarios used by teachers involved in the European project KNORK who have implemented TLA in their courses. From the content analysis of 53 pedagogical scenarios we have derived that: a) teachers were competent in designing their course following the trialogical approach prescriptions, b) teachers believed that the approach had promoted professional, collaborative and digital skills, thus satisfying their initial expectations, and c) a better management of group work and evaluation has been identified as major element requiring improvement. Methodological reflections about the use of the scenario as a corpus of data are discussed.

Item Type:	Journal article
Publication Title:	Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education
Creators:	Sansone, N., Bortolotti, I. and Buglass, S.L.
Publisher:	Progedit
Date:	January 2017
Volume:	11
Number:	2
ISSN:	2240-2950
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	05 Jan 2017 14:34
Last Modified:	09 Jun 2017 14:10
URI:	https://irep.ntu.ac.uk/id/eprint/29572

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