The Trialogical Learning Approach in Practices: Reflections from pedagogical cases

Abstract

In the development of 21st century life skills, specifi c activity-based
learning approaches could be helpful. This article describes the Trialogical
Learning Approach, considered from the point of view of its interpretation
and evaluation by teachers across a range of pedagogical courses. The
aim of the paper is to provide both a summary of refl ections on current
practices and recommendations for potential enhancements to the
trialogical pedagogical application. After a description of the approach,
we focus on the role of pedagogical scenarios in educational design
and refl ective practice and, specifi cally, the scenarios used by teachers
involved in the European project KNORK who have implemented TLA
in their courses. From the content analysis of 53 pedagogical scenarios we
have derived that: a) teachers were competent in designing their course
following the trialogical approach prescriptions, b) teachers believed that
the approach had promoted professional, collaborative and digital skills,
thus satisfying their initial expectations, and c) a better management of
group work and evaluation has been identifi ed as major element requiring
improvement. Methodological refl ections about the use of the scenario as a corpus of data are discussed.