Dimensions of Being in Learning Co-creation With Learners in a Classroom: Teachers’ Experiences

Conference: The Asian Conference on Education (ACE2021)
Title: Dimensions of Being in Learning Co-creation With Learners in a Classroom: Teachers’ Experiences
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Live-Stream Presentation
Vilma Zydziunaite, Vytautas Magnus University, Lithuania
Vaida Jurgile, Vytautas Magnus University, Lithuania


Background. Learning co-creation is based on autonomy, relatedness and competence. Teacher and learners assume certain positions during interactions. Positions are dynamic. Both sides need a psychological safety, which is important to work together towards a shared result. Research question: What dimensions, processes, features manifest teachers’ perceptions of being in a learning co-creation with learners? Research aim: to form a two-level hierarchy that reflects the teacher’s experience-based perceptions of their being in a learning co-creation with learners. Methodology. The study combined phenomenography and phenomenology. This filled a gap when phenomenography picks-and-chooses ideas from phenomenology in an ad hoc and does not adhere to it. Sample consisted of 39 school teachers. Data was collected via semistructured interviews. Findings. Teachers’ experiential perceptions of being in a learning community with learners includes the categories of leadership, interaction, analysis, education, learning, disclosing, professionalism, motivation, authority, and searching. The predominant dimension in s the relationality in majority of categories. Spirituality predominates only in the searching category; it occupies a significant place in the categories of analysis, learning, professionalism, and authority. Teachers see temporality as important in the categories of education and interaction, and spatiality is meaningful to them in the categories of disclosing and leadership. The teachers do not value corporeality.
Conclusion. Teachers pay essential attention to self-determination and a little attention to psychological safety as a constructive verbal communication. Teachers do not focus on refining positions in learning. The dimension of the relatedness is in power position.

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