Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training
Abstract
:1. Introduction
1.1. Integrating Sustainability in Teacher Training
1.2. Social Interaction as a Learning Principle and Driver of Change
1.3. Training Context
- (a)
- (b)
- (c)
- Analysis, reflection and criticism. A strategy of introspection, awareness of needs, access, selection and organisation of data [53].
- (d)
- In the first reflective moment related to LMK, the students prepare a descriptive summary and a conceptual map of each area of curricular knowledge involved in groups of 4 or 5 members.
- During the second reflective moment, LMK learning is approached using two areas of attention, the cognitive characteristics of the students of the degree in ECE and the possible learning principles. The work of important authors in the field of learning, such as Piaget, Vygotsky, Ausubel and Perret-Clermont, was analysed in the subject of DMKECE in which the study took place.
- The third reflective moment focuses on teaching LMK and addresses the teacher’s role [56], principles of performance, organisation of the classroom and activities organised in different spaces at different times (routines, corners and workshops), as well as the PBL methodology.
2. Materials and Methods
2.1. Research Question, Objectives and Participants
- Identify whether or not the student teachers consider the value and usefulness of social interactions in learning;
- Identify, describe and understand how pre-service teachers describe and justify the importance of social interaction as a means to promote LMK learning.
2.2. Data Collection Procedure. Instruments
2.3. Data Processing and Analysis
3. Results
3.1. Social Dimension of Learning (C1)
3.2. The Role of Language in Learning (C2)
3.3. The Role of Socio-Cognitive Conflict in Learning (C3)
3.4. The Role of Horizontal Interaction (Student-Student) in Learning (C4)
3.5. The Role of Vertical Interaction (Teacher-Student) in Learning (C5)
3.6. Global Presence of the Categories (C1–C5)
4. Discussion of Results
4.1. Sustainability Attributes Related to the Identification and Understanding of Social Interaction as a Learning Principle (C1)
4.2. Sustainability Attributes Related to the Identification and Understanding of the Role of Language in Learning (C2)
4.3. Sustainability Attributes Related to the Identification and Understanding of the Role of Cognitive Conflict in Learning (C3)
4.4. Sustainability Attributes Related to the Identification and Understanding of the Role of Horizontal Interaction (Student-Student) in Learning (C4)
4.5. Sustainability Attributes Related to the Identification and Understanding of the Role of Vertical Interactions (Teacher-Student) in Learning (C5)
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Categories (C) | Subcategories |
---|---|
C1. Social dimension of learning | C1-1. Identification of social interaction as a learning principle |
C1-2. General description of social interaction as a learning principle | |
C2. The role of language in learning | C2-1. Identification of the role of language in learning |
C2-2. Description of the role of language in learning | |
C3. The role of socio-cognitive conflict in learning | C3-1. Identification of the role of socio-cognitive conflict in learning |
C3-2. Description of the role of socio-cognitive conflict in learning | |
C4. The role of horizontal interactions in learning | C4-1. Identification of the role of horizontal interaction in learning |
C4-2. Description of the role of horizontal interaction in learning | |
C5. The role of vertical interactions in learning | C5-1. Identification of the role of vertical interaction in learning |
C5-2. Description of the role of vertical interaction in learning |
Category | Level 0 | Level 1 | Level 2 | Level 3 |
---|---|---|---|---|
Description | No description | Vague or superficial description | In-depth description that does not contemplate some of the expected elements | In-depth description that contemplates all the expected elements |
Justification | No justification | Vague reference | In-depth reference (related to the work of the main authors used in the subject) | Excellent (in addition to the above, they are able to formulate constructive criticism) |
C1. Social Dimension of Learning (SD) | ||
---|---|---|
C1-1. Identification of social interaction as a learning principle (SDI) | ni | Gi |
SDI1. Learning is a social phenomenon | 15 | 15 |
SDI2. Social interaction encourages learning | 9 | 9 |
SDI3. Learning takes place in a social environment | 1 | 1 |
SDI4. Knowledge is a social construct | 1 | 1 |
C1-2. General description of social interaction as a learning principle (SDD) | ni | Gi |
SDD1. Social dimension of human beings | 4 | 3 |
SDD2. The social and the cognitive are two dimensions of learning | 19 | 10 |
SDD3. Zone of potential development (ZPD) | 10 | 7 |
SDD4. Semiotic mediation (inter-psychic and intra-psychic processes) | 18 | 9 |
C2. The Role of Language in Learning (L) | ||
---|---|---|
C2-1. Identification of the role of language in learning (LI) | ni | Gi |
LI1. Language is the mediating mechanism of learning | 3 | 2 |
LI2. Language shapes thinking | 3 | 2 |
LI3. Communication plays a key role in learning | 8 | 5 |
C2-2. Description of the role of language in learning (LD) | ni | Gi |
LD1. Pro-social adaptive answers are biological survival responses. | 3 | 3 |
LD2. Dialogue, debate and negotiation with others are necessary for learning, as they generate opportunities for restructuring thoughts. | 20 | 9 |
LD3. Dialogue, debate and negotiation with other environments around questions, content and problem-solving are situations of great value for learning. | 3 | 2 |
C3. The Role of Socio-Cognitive Conflict in Learning (SC) | ||
---|---|---|
C3-1. Identification of the role of socio-cognitive conflict in learning (SCI ) | ni | Gi |
SCI1. Socio-cognitive conflicts are a source of learning. | 10 | 9 |
SCI2. Learning starts as a result of the contradictions that arise in social interactions. | 6 | 4 |
SCI3. Knowledge is built by overcoming obstacles, which manifest themselves through error, and originate in social interaction. | 2 | 2 |
C3-2. Description of the role of socio-cognitive conflict in learning (SCD) | ni | Gi |
SCD1. Social expression encourages becoming aware of contradictions, allowing social regulations and consensus. | 32 | 10 |
SCD2. It starts through dialogue, debate and negotiation with others. | 8 | 8 |
SCD3. They start through dialogue, debate and negotiation with others about problems, questions and contents. | 2 | 2 |
C4. The Role of Horizontal Interactions in Learning (H) | ||
---|---|---|
C4-1. Identification of the role of horizontal interaction in learning (HI) | ni | Gi |
HI1. Horizontal interactions promote learning. | 19 | 19 |
C4-2. Description of the role of horizontal interaction in learning (HD) | ni | Gi |
HD1. They enable the most skilled students to act as social mediators, encouraging their classmates to act beyond their zone of proximal development. | 19 | 11 |
HD2. Situations of dialogue, debate and negotiation among peers are a source of learning. | 9 | 8 |
HD3. They promote communication, collaboration, mutual help and establishing consensus, generating opportunities for the development of social skills and encouraging a sense of belonging to the group. | 23 | 10 |
HD4. They allow observing answers, proceedings, reasoning, and viewpoints that are different to one’s own. | 20 | 10 |
HD5. Sharing, cooperating and putting one’s own skills at the service of others enhances students’ motivation and self-esteem. | 5 | 5 |
HD6. They promote the emergence of socio-cognitive conflicts that enable the construction of knowledge (assimilations and accommodations). | 11 | 8 |
HD7. Dialogue, debate and negotiation among peers about problem-solving being a privileged means for learning. | 1 | 1 |
C5. The Role of Vertical Interactions in Learning (V) | ||
---|---|---|
C5-1. Identification of the role of vertical interaction in learning (VI) | ni | Gi |
VI1. Teacher-student interactions are key for learning. | 17 | 16 |
C5-2. Description of the role of vertical interaction in learning (VD) | ni | Gi |
VD1. The teacher acts as a social mediator in learning. | 10 | 9 |
VD2. The help and scaffolding the teacher provide facilitate student learning beyond their zone of proximal development. | 19 | 12 |
VD3. Situations of dialogue, debate and negotiation between the teacher and the students are a source of learning. | 12 | 7 |
VD4. Through student-teacher interactions, the learner internalises the teacher’s behavioural structures and becomes aware of what has been learnt. | 9 | 4 |
Groups | |||||||||||||||||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1A | 2A | 3A | 4A | 5A | 6A | 7A | 8A | 9A | 10A | 15A | 16A | 17A | 1B | 2B | 3B | 4B | 6B | 7B | 8B | 9B | 10B | 11B | 12B | 14B | 15B | ni | Gi | ||
C1 | SDI1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 15 | 15 | |||||||||||
SDI2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 9 | 9 | ||||||||||||||||||
SDI3 | 1 | 1 | 1 | ||||||||||||||||||||||||||
SDI4 | 1 | 1 | 1 | ||||||||||||||||||||||||||
SDD1 | 1 | 1 | 2 | 4 | 3 | ||||||||||||||||||||||||
SDD2 | 4 | 1 | 1 | 3 | 1 | 2 | 1 | 2 | 2 | 2 | 19 | 10 | |||||||||||||||||
SDD3 | 2 | 2 | 1 | 1 | 1 | 2 | 1 | 10 | 7 | ||||||||||||||||||||
SDD4 | 3 | 2 | 3 | 2 | 2 | 1 | 1 | 2 | 2 | 18 | 9 | ||||||||||||||||||
C2 | LI1 | 2 | 1 | 3 | 2 | ||||||||||||||||||||||||
LI2 | 2 | 1 | 3 | 2 | |||||||||||||||||||||||||
LI3 | 2 | 2 | 1 | 2 | 1 | 8 | 5 | ||||||||||||||||||||||
LD1 | 1 | 1 | 1 | 3 | 3 | ||||||||||||||||||||||||
LD2 | 2 | 3 | 4 | 2 | 2 | 2 | 2 | 1 | 2 | 20 | 9 | ||||||||||||||||||
LD3 | 1 | 2 | 3 | 2 | |||||||||||||||||||||||||
C3 | SCI1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 10 | 9 | |||||||||||||||||
SCI2 | 2 | 1 | 2 | 1 | 6 | 4 | |||||||||||||||||||||||
SCI3 | 1 | 1 | 2 | 2 | |||||||||||||||||||||||||
SCD1 | 4 | 2 | 3 | 5 | 4 | 2 | 4 | 1 | 4 | 3 | 32 | 10 | |||||||||||||||||
SCD2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 8 | 8 | |||||||||||||||||||
SCD3 | 1 | 1 | 2 | 2 | |||||||||||||||||||||||||
C4 | HI1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 19 | 19 | |||||||
HD1 | 2 | 2 | 2 | 1 | 2 | 1 | 2 | 1 | 3 | 1 | 2 | 19 | 11 | ||||||||||||||||
HD2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 9 | 8 | |||||||||||||||||||
HD3 | 4 | 2 | 3 | 3 | 2 | 1 | 3 | 1 | 3 | 1 | 23 | 10 | |||||||||||||||||
HD4 | 3 | 3 | 2 | 1 | 2 | 1 | 3 | 1 | 3 | 1 | 20 | 10 | |||||||||||||||||
HD5 | 1 | 1 | 1 | 1 | 1 | 5 | 5 | ||||||||||||||||||||||
HD6 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 11 | 8 | |||||||||||||||||||
HD7 | 1 | 1 | 1 | ||||||||||||||||||||||||||
C5 | VI1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 17 | 16 | ||||||||||
VD1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 10 | 9 | ||||||||||||||||||
VD2 | 2 | 1 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 19 | 12 | |||||||||||||||
VD3 | 3 | 2 | 2 | 1 | 2 | 1 | 1 | 12 | 7 | ||||||||||||||||||||
VD4 | 2 | 3 | 1 | 3 | 9 | 4 | |||||||||||||||||||||||
Nº indicators | 37 | 1 | 21 | 1 | 34 | 4 | 37 | 15 | 19 | 2 | 3 | 12 | 1 | 29 | 14 | 9 | 1 | 1 | 14 | 30 | 8 | 5 | 3 | 27 | 20 | 3 | 351 | 225 |
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Carmona-Medeiro, E.; Cardeñoso Domingo, J.M. Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training. Sustainability 2021, 13, 8666. https://doi.org/10.3390/su13158666
Carmona-Medeiro E, Cardeñoso Domingo JM. Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training. Sustainability. 2021; 13(15):8666. https://doi.org/10.3390/su13158666
Chicago/Turabian StyleCarmona-Medeiro, Enrique, and José María Cardeñoso Domingo. 2021. "Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training" Sustainability 13, no. 15: 8666. https://doi.org/10.3390/su13158666