期刊名称：Revista Ibero-Americana de Estudos em Educação
印刷版ISSN：2446-8606
电子版ISSN：1982-5587
出版年度：2018
卷号：13
期号：esp1
页码：291-303
DOI：10.21723/riaee.nesp1.v13.2018.11386
出版社：Universidade Estadual Paulista Júlio de Mesquita Filho
摘要：Education is being challenged through the socio-digital revolution; the world has become socially connected and technology offers new opportunities for learning. Based on the earlier studies and on the piloting experiences the need for a new learning design is clear. In this article we emphasize that self-paced learning is important to include as a part of the dialogical collaborative knowledge creation process, because of individual internalizing of knowledge and skills. The article is a brief report on the deep learning results of student-teachers (n=27) through new pedagogical learning design. Initially, some indications showed that self-paced working deepens achievements as well as dialogical collaborative knowledge creation. The artifacts created in the study circles included signs of deep learning reached through the 4-phase process. The experiences of the piloting foster thinking about new development steps for designing the self-paced and dialogical collaborative knowledge creation process. It is also necessary to develop transparent learning processes, where knowledge and technology have been identified as critical for understanding the future of teacher education.
关键词：Aprendizagem autogerida; Criação de conhecimento dialógico; Aprendizagem profunda; Formação de professores.
