The Trialogical Learning Approach in Practices: Reflections from pedagogical cases Article Swipe
In the development of 21st century life skills, specifi c 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 refl ections 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 refl ective practice and, specifi cally, 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 identifi ed as major element requiring improvement. Methodological refl ections about the use of the scenario as a corpus of data are discussed.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://irep.ntu.ac.uk/id/eprint/29572/
- OA Status
- green
- Cited By
- 11
- Related Works
- 20
- OpenAlex ID
- https://openalex.org/W2589899367
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W2589899367Canonical identifier for this work in OpenAlex
- Title
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The Trialogical Learning Approach in Practices: Reflections from pedagogical casesWork title
- Type
-
articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
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2017Year of publication
- Publication date
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2017-01-26Full publication date if available
- Authors
-
Nadia Sansone, Ilaria Bortolotti, Sarah L. BuglassList of authors in order
- Landing page
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https://irep.ntu.ac.uk/id/eprint/29572/Publisher landing page
- Open access
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YesWhether a free full text is available
- OA status
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greenOpen access status per OpenAlex
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https://irep.ntu.ac.uk/id/eprint/29572/Direct OA link when available
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Point (geometry), Interpretation (philosophy), Pedagogy, Mathematics education, Focus (optics), Element (criminal law), Computer science, Psychology, Political science, Mathematics, Geometry, Programming language, Physics, Law, OpticsTop concepts (fields/topics) attached by OpenAlex
- Cited by
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11Total citation count in OpenAlex
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2024: 2, 2023: 3, 2022: 2, 2021: 2, 2020: 1Per-year citation counts (last 5 years)
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20Other works algorithmically related by OpenAlex
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| abstract_inverted_index.satisfying | 150 |
| abstract_inverted_index.Trialogical | 20 |
| abstract_inverted_index.description | 71 |
| abstract_inverted_index.development | 2 |
| abstract_inverted_index.educational | 84 |
| abstract_inverted_index.implemented | 106 |
| abstract_inverted_index.pedagogical | 40, 67, 81, 117 |
| abstract_inverted_index.trialogical | 66, 133 |
| abstract_inverted_index.application. | 68 |
| abstract_inverted_index.enhancements | 63 |
| abstract_inverted_index.improvement. | 172 |
| abstract_inverted_index.collaborative | 145 |
| abstract_inverted_index.expectations, | 153 |
| abstract_inverted_index.professional, | 144 |
| abstract_inverted_index.Methodological | 173 |
| abstract_inverted_index.activity-based | 10 |
| abstract_inverted_index.interpretation | 31 |
| abstract_inverted_index.prescriptions, | 135 |
| abstract_inverted_index.recommendations | 60 |
| cited_by_percentile_year.max | 97 |
| cited_by_percentile_year.min | 89 |
| countries_distinct_count | 2 |
| institutions_distinct_count | 3 |
| citation_normalized_percentile.value | 0.77515732 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |