DIGITALA COLLABORATIVE STUDY EVALUATING THE PEDAGOGICAL VARIATION MODEL BY PRE-SERVICE TEACHER UNDERGRADUATES AT FEDERAL INSTITUTE (IFRS) BRAZIL: INSIGHTS TO PEDAGOGICAL LEADERSHIP CHARACTERISTICS OF TEACHERS
1 The University of South Wales (UNITED KINGDOM)
2 Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL) (BRAZIL)
2 Federal Institute of Education, Science and Technology of Rio Grande do Sul (BRAZIL) (BRAZIL)
About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 2796-2805
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.0718
Publication year: 2019
Pages: 2796-2805
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.0718
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
Dates: 11-13 November, 2019
Location: Seville, 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 two concepts of leadership namely:(i) Transactional (task-giving) and
(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 and
(ii) their knowledge construction and practical skills.
A second Boston Matrix Format elucidates pedagogical leadership characteristics of teachers / lecturers, namely:
(i) Transactional (task-giving) and
(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 whether the matches between the quadrants for online teaching style and the quadrants for e-learner capabilities are “good”, “bad”, “doesn’t matter” or “don’t know”. In conclusion, after analysing and interpreting outcomes, there is evidence suggesting 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 flexible, relevant teaching approaches are vital to meet the needs of differing student capabilities fit for success in the 21st Century.