Abstract:

The authors intend to share new experiences gained while implementing the project “Innovative teacher education through personalized learning” (PL). The Project is based on strategic partnership for higher education (HE) consortium of Lithuanian Universities Siauliai University, Vytautas Magnus University, and Vilnius University together with their international partners University of Iceland, and University College Cork, Ireland. The paper is based on the methodology of theoretical assumptions of social construction and systemic approach while focusing on the PL process - the organisation and enactment of learning; it draws on diverse methods that encourage greater learner agency and co-creation of learning. PL guides the whole education system to the learner and changes in his/her role, moving from “the user” to the collaborating partner creating the unique learning path. In this context, two concepts intersect: the learning scenario (LS), the results of which are no longer in conformity with the learning approach of the 21-century, and the learning design (LD), which encourages students to take responsibility for their own learning and achievements (Deakin et al, 2013). LSs represent a pedagogical method for developing a set of activities and their sequence - learning paths, enabling students to acquire skills and knowledge. More specifically, LSs define the main activities, roles, learning structure and environment context - location, resources, tools, and services. LSs define both the role of the students and what they have to accomplish as a set of learning activities in order to attain the expected learning outcomes (Antonova, Botchev, 2019). LD is the framework that supports learning experiences. It refers to deliberate choices about what, when, where and how to teach. It also means shifting focus from the teacher to thinking about learners first - who they are, what they know, how they think, and how to reach them effectively so they get the most out of their educational experience. The theoretical assumptions of designing teaching and learning scenarios for personalized learning process in teacher education will be employed as a significant background of the organisation and enactment of learning that encourage greater learner agency and co-creation of learning.

Keywords:

Personalised learning, innovative teacher education, teaching and learning scenarios.