Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/111634
Type of publication: book
Type of publication (PDB): Teorinis sintetinis mokslo darbas / Theoretical synthetic science work (K1c)
Field of Science: Edukologija / Education (S007)
Author(s): Ališauskienė, Stefanija;Guðjónsdóttir, Hafdís;Kristinsdóttir, Jónína Vala;Connolly, Tracey;O'Mahony, Catherine;Lee, Laura;Miltenienė, Lina;Melienė, Rita;Kaminskienė, Lina;Rutkienė, Aušra;Venslovaitė, Vita;Kontrimienė, Simona;Kazlauskienė, Aušra;Wozniczka, Anna Katarzyna
Title: Personalized learning within teacher education: a framework and guidelines
Extent: 50 p
Publishing data: Geneva : IBE
Date: 2020
Note: Series title and vol/issues: Current and critical issues in curriculum, learning and assessment, 37
Keywords: Remote learning;On-line learning;Digital divide;Access;Functionality;Mental health
Abstract: A key challenge for teacher education globally is to ‘equip all teachers for effective learning in the 21st century’ (OECD 2011). In Higher Education, as well asschooling, the ground isshifting, ‘quietly but steadily’, away from a teacher‐centred to a learner centred approach, through which educators increasingly ‘adapt their teaching in accordance with a more complex understandings of human learning’ (Bok 2006, p. 342). The learning paradigm is consistent with the view that, in an ever changing world, which requires creative minds, the best thing we can do for our students is to teach them ‘how to learn’ (Weimer 2002, p. 50). This shift from a teaching, to a learning, paradigm demands a new generation of aspiring teachers who are themselves, self‐directed learners. To achieve this, teacher education programmes need to facilitate student teachers to fully understand and experience the importance and transformative impact of personalised learning so that they, in turn, can help future students to be confident, reflective, autonomous learners. This paper describes the outcomes of an Erasmus + project2 to develop a Framework and Guidance for Personalized Learning within Teacher Education and to implement and test innovative personalised learning practices across teacher education institutions to promote creativity, critical thinking and the active participation of learners in taking responsibility for their own learning and achievement. The paper explores the theoretical and practice elements that together inform the concept of personalised learning. These insights are then used to develop a Framework for Personalized Learning within Teacher Education. In addition, the final chapter outlines pedagogical strategies to support the development of personalised learning that were tested during the project within the participating universities.[...]
Internet: https://unesdoc.unesco.org/ark:/48223/pf0000374043?fbclid=IwAR0H9a6pvp340bGLBVeB_h8kDUnX65ij7lZ0K8MeU7IQnk5RsD3v2P6jP_I
Affiliation(s): Edukologijos tyrimų institutas
Vilniaus universitetas
Vytauto Didžiojo universitetas
Šiaulių universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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