Authentic, dialogical knowledge construction: a blended and mobile teacher education programme




Ruhalahti S., Korhonen A., Rasi P.

PublisherRoutledge

2017

Educational Research

Educational Research

59

4

373

390

18

0013-1881

DOIhttps://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.



Last updated on 2024-26-11 at 15:44