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(Un)pädagogische Visionen für das 21. Jahrhundert / (Non-)Educational Visions for the 21st Century

Geistes- und sozialwissenschaftliche Entwürfe nach dem Ende der ‹großen› Menschheitsgeschichte / Humanities and Social Science Concepts after the End of the ‹Great› History of Mankind

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Edited By Gerd-Bodo von Carlsburg and Annette Miriam Stross

Sind Visionen Phantasievorstellungen, Einbildungen oder gar Trugbilder vergangener Zeiten? Oder ist Visionen, retro- wie auch prospektiv gesehen, ein Potential zu eigen, das Geistes- und Sozialwissenschaftler.innen in der Gegenwart nutzen können und sollten?

In diesem Band zeigen Wissenschaftlerinnen und Wissenschaftler aus Deutschland, Litauen, Estland, Polen, Schweden und China, dass die aktuellen Debatten in den Geistes- und Sozialwissenschaften zu Themen wie Ökologie, interreligiöser Dialog, Identitätsbildung, Gesundheitserziehung, digitale Partizipation, (Welt-)Frieden, Sakrotourismus, Kulturmanagement durch die Einbeziehung visionärer Perspektiven aus unterschiedlichen Disziplinen neu belebt werden können.

Are visions imaginations of fantasies and illusions or even hallucinations of past times? Or has a vision, in retrospect and in preview, a potential that humanists and social scientists can and should use in the present?

In this volume scientists from Germany, Lithuania, Estonia, Poland, Sweden and China show that current debates in the humanities and social sciences on topics such as ecology, interreligious dialogue, identity learning, health education, digital participation, (world) peace, sacrotourism, cultural management can be revitalized by including visionary perspectives from different scientific disciplines.

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Discovering Challenges for Contemporary Teachers through the Analysis of Co-Creation and Personalised Learning Concepts

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Lina Kaminskienė &Kateryna Horlenko

Abstract: This chapter discusses two growing concepts in education practices – personalised learning and co-creation. In scientific literature both concepts underpin a changing situation in educational contexts, focusing on the transformed role of the teacher and the learner. While analysing these two concepts we tried to identify key recurring and leading concepts which indicate the areas where more attention in teaching practices should be paid. In order to better understand what is at the core of both concepts, we referred to the methodology of conceptual framework proposed by Jabareen (2009). The identification and definition of the main categories underpinning personalised learning and co-creation reveal at the same time the key challenges contemporary teachers face today in the classroom. The authors think that metacognitive practices and self-regulation of teachers become crucial in the growth of the teachers’ professionalism and should be further explored. The results of the analysis can be useful for developing pre-service and in-service trainings for teachers, when considering interventions relevant to the implementations of elements of co-creative practices and personalised learning.

Keywords: Personalised learning, co-creation, teacher’s agency.

As the learner-centred approaches in education come to the fore, various pedagogical and multidisciplinary concepts are studied in this regard. Co-creation and personalised learning are among those.

Co-creation focuses on collaborative value creation and is examined in terms of producer-customer interaction in the business world, and educator-learner in education (Bovill et al., 2016). Personalised learning, being widely discussed within...

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