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Blended Collaborative Learning Supporting Pedagogy Students’ Reflective Practice

机译：配合协作学习支持教学学生的反思实践

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Educating the pedagogy students as teachers is one of the main aims of the Department of Education and Social Work Sciences, University of Patras, Greece. Teachers in Reflective Practice is a compulsory module; groups of 20 students are obliged to shadow teachers at the schools for reflective practice, active engagement in the educational activities and teachers’ shadowing, reflective meetings with the tutors and students’ final assignments. The aim of the intervention was to advance and modernize the module with new pedagogical methods and associated tools widely available to the tutors and the students. Following the literature review and the current trends in university students’ education, collaborative and flipped classroom learning supported by both an online course and an onsite course was decided to be implemented in addition to their involvement in the school. The research design and methods followed mixed-methods research design for validation and generalization. As such, the findings derived from an online questionnaire, the eClass logs, a focus group discussion, and tutors’ observation notes are presented and discussed. It appears that reflective engagement and accelerated learning were evident; the online course and discussions were utilized for active engagement; lastly, digital literacy and more time in the classroom are needed for better results. As a result, the implications and best practices are extracted for similar reflective practice courses.
机译：教育教学学生作为教师是希腊帕特雷大学教育和社会营业部部的主要目标之一。反思实践中的教师是强制性模块; 20名学生的群体有义务于学校的教师，以获得反思实践，积极参与教育活动和教师阴影，与辅导员和学生的最终任务的反思会议。干预的目的是通过新的教学方法和相关工具来推进和现代化模块，以及辅导员和学生的相关工具。在文献审查和大学生教育的当前趋势之后，在线课程和现场课程支持的协同和翻转课堂学习，除了在学校的参与之外还决定实施。研究设计和方法遵循验证和泛化的混合方法研究设计。因此，展示并讨论了从在线问卷，eMlass日志，焦点组讨论和导师观察说明的调查结果。它似乎是反思的参与和加速学习是显而易见的;在线课程和讨论用于积极参与;最后，需要数字扫盲和更多时间来获得更好的结果。因此，提取了对类似反射实践课程提取的影响和最佳实践。

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