Authentic, dialogical knowledge construction: a blended and mobile teacher education programme
: Ruhalahti S., Korhonen A., Rasi P.
Publisher: Routledge
: 2017
: Educational Research
: Educational Research
: 59
: 4
: 373
: 390
: 18
: 0013-1881
DOI: https://doi.org/10.1080/00131881.2017.1369858(external)
Conclusions: The findings of this study suggest enhancing learner-centred scaffolding and guidance, particularly at the outset of the learning process. In addition, methods that develop dialogical skills and competences ought to be integrated into teacher education as extensively as possible, in order to make collaborative work and problem-solving genuinely dialogical and equal.