This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a “satellite” study centre in a distant rural area used a student-centred learning approach as a means to bridge the distance in the social relationship. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions about the students’ previous knowledge, reflections and learning. Data were collected through in-depth interviews. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship in this online context. The results indicate a conflict between the student-centred curriculum and traditional beliefs in the teacher-student relationship.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-68390 |
| Date | January 2013 |
| Creators | Bergström, Peter |
| Publisher | Umeå universitet, Interaktiva medier och lärande (IML), Kwantlen Polytechnic University |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Article in journal, info:eu-repo/semantics/article, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Transformative Dialogues, 1918-0853, 2013, 6:3, |
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