Document Type

Article

Publication Date

2-2020

Abstract

Leading an engaged teaching-learning process involves considering a bidirectional transfer of knowledge between teachers and students, since it is about favoring an educational interaction environment where students are not only limited to participate in a traditional way, but expect to find meaning to their learning experience and be able to build the acquired knowledge. It’s a dialectical unit between either instruction and education or teaching and learning that would allow to identify a stage of reflection and critical thinking toward the new educational models. In other words, a field where teachers are asked to transform their role as exhibitors of knowledge to learning facilitators, and students from spectators to active participants, proactive and critical members in the construction of their own knowledge. This article discusses and illustrates the important relation between three essential axes that would benefit the collective though to get a better understanding of the perception of the teaching-learning process from the perspective and conviction of each participant; interactive action when participating in the classroom or at a distance; and, results of the behavior of the main actors, the educator and the student. Through different insight on stages, practices and methodologies, this article presents a pedagogical tool that could facilitate the organization and the establishment of a follow-up in an actual form and thus contribute to the improvement of the study programs.

Publication Title

Arab World English Journal

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.