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The Emergence of Learning-Teaching Trajectories in Education: a Complex Dynamic Systems Approach

机译：教育中学习轨迹的出现：复杂的动态系统方法

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In this article we shall focus on learning-teaching trajectories - "successful" as well as "unsuccessful" ones - as emergent and dynamic phenomena resulting from the interactions in the entire educational context, in particular the interaction between students and teachers viewed as processes of intertwining self, other- and co-regulation. The article provides a review of the educational research literature on action regulation in learning and teaching, and interprets this literature in light of the theory of complex dynamic systems. Based on this reinterpretation of the literature, two dynamic models are proposed, one focusing on the short-term dynamics of learning-teaching interactions as they take place in classrooms, the other focusing on the long-term dynamics of interactions in a network of variables encompassing concerns, evaluations, actions and action effects (such as learning) students and teachers. The aim of presenting these models is to demonstrate, first, the possibility of transforming existing educational theory into dynamic models and, second, to provide some suggestions as to how such models can be used to further educational theory and practice.
机译：在本文中，我们将重点研究学习轨迹-“成功”轨迹和“不成功”轨迹-由整个教育环境中的相互作用（尤其是被视为过程的学生和教师之间的相互作用）产生的动态现象相互交织的自我调节，其他调节和共同调节。本文提供了有关学习和教学中的动作调节的教育研究文献的综述，并根据复杂动力系统的理论对这些文献进行了解释。基于对文献的这种重新解释，提出了两个动力学模型，一个关注于课堂中学习与学习互动的短期动态，另一个关注于变量网络中互动的长期动态。包括关注，评估，行动和行动效果（例如学习）的学生和教师。提出这些模型的目的是首先证明将现有的教育理论转变为动态模型的可能性，其次，就如何将这些模型用于进一步的教育理论和实践提供一些建议。

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