DIGITALA COLLABORATIVE STUDY EVALUATING THE PEDAGOGICAL VARIATION MODEL BY PRE-SERVICE TEACHER UNDERGRADUATES AT FEDERAL INSTITUTE (IFRS) BRAZIL: INSIGHTS TO PEDAGOGICAL LEADERSHIP IN LEARNING AND TEACHING
1 The University of South Wales (UNITED KINGDOM)
2 Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL)
2 Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 1578-1588
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0465
Publication year: 2019
Pages: 1578-1588
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0465
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
Dates: 1-3 July, 2019
Location: Palma, Spain
Abstract:
This research paper examines a way of evaluating the Pedagogical Variation Model (PVM, Rogers 2013) for Learning and Teaching Information, Communication Technology (ICT) in the Natural Sciences, Biology and Chemistry. The methodology of this innovative international collaborative research is survey-based involving the distribution of a specific evaluation questionnaire (Rogers, 2013) regarding the identification of four learning styles to match with four teaching strategies, namely constructivist, self-directed, collaborative, and instructivist, based on a pedagogical leadership paradigm inspired by the two concepts of leadership namely:(i) Transactional (task-giving)
(ii) Transformational (empowering / motivational) developed by researchers Avolio, Bass and Jung (2000).
The sample population included pre-service teacher undergraduates for the acquisition of professional qualified teacher status in the Natural Sciences, Biology and Chemistry. The PVM is constructed with a graphical design known as the Boston Matrix consisting of four quadrants where one such matrix format, regarding learner characteristics, is based on two variable identifiers, namely:
(i) their collaborative capabilities
(ii) their knowledge construction and practical skills.
A second Boston Matrix Format elucidates pedagogical leadership characteristics of teachers / lecturers, namely:
(i) Transactional (task-giving)
(ii) Transformational (empowering / motivational).
These two matrices are then ´matched´ quadrant by quadrant, where the evaluation questionnaire elicits from research respondents in the sample population the preferences of students regarding different teaching strategies.
In conclusion, when the research outcomes are analysed and interpreted there is evidence which indicates that the concept of pedagogical leadership is of vital significance for increasing retention rates, thereby decreasing drop-out, attrition rates, by elucidating that in educational environments “one-size” does not fit all, but rather the importance of a flexible, relevant teaching approach is vital to meet the needs of differing student capabilities fit for success in the 21st Century.