Abstract:

This Research Study is the result of a current collaborative initiative incorporating an evaluation of the Pedagogical Variation Model (PVM, Rogers 2013) for online learning and teaching by a sample population of pre-service teacher undergraduates for the acquisition of professional teacher status in Natural Sciences, Biology and Chemistry. These undergraduates are students at The Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), Brazil.

The PVM (Rogers, 2013) evaluation questionnaire identifies, firstly, 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).

Secondly, the questionnaire identifies four learner characteristics, namely highly collaborative/with strong knowledge acquisition, less collaborative/strong knowledge acquisition, less collaborative/ weak knowlege acquisition and high collaborative/ weak knowledge acquisition.

A sample population of the eleven students participated in Part A and Part B of the PVM evaluation questionnaire (Rogers 2013) during a class about implementing ICT in February 2026.

Keywords:

Leadership Style, Transactional, Transformational, Collaborative Learning, Knowledge Construction, Technology Enhanced Learning, Pedagogical Variation Model, pre-service teacher education, retention rates, attrition rates, conceptual frameworks, Boston Matrix.