ANALYZING DIALOGIC MENTORING FOR DEVELOPING A PRE-SERVICE TEACHER’S CLASSROOM MANAGEMENT PRACTICES

A key concern for pre-service teachers is classroom management, including student behavior management which also has been a factor associated with teachers in general. This study investigates the dialogic mentoring practices used to guide the mentee’s classroom management. Using multiple data sources (e.g. pre-service teacher reflections, observer’s field notes, video-recorded observations and interviews), this case study uses dialogic mentoring model combined with five-factor mentoring model (Hudson, 2007) in education and the roles of mentor and mentee (Sulzer-Azaroff and Mayer, 1991) to analyze mentor-mentee dialogues in regard to pre-service teacher’s development. The participants in this research were two, they were the senior-teacher who acted as the mentor, and the pre-service teacher who acted as the mentee. The mentoring itself was conducted eight times after the class session finished. After the research conducted, it was shown that the mentee could implement the feedback gained from the dialogic mentoring quite well. Every single feedback that she received, she could implement them in the following meetings. The mentor also was pleased to see her mentee’s progression because the condition was quite different with the beginning. The mentor also said that she was very satisfied for what the mentee had done. However, all the findings showed that the dialogic mentoring could develop the pre-service teacher. It was seen from the beginning four weeks that the pre-service teacher still had some problems in teaching, but the more she experienced the circumstances of teaching, she could perform some progression and be able to be a better teacher

Learning Through Making with Project-Based Learning Approach In Online Learning Environment

As online and distance learning continue to gain prominence, exploring effective instructional approaches in these settings becomes increasingly important. This study examines the effectiveness of project-based learning (PBL) in an online and distance learning environment, specifically focusing on the concept of "learning through making." By emphasizing active and experiential learning, PBL can be adapted for distance and online settings to enhance student deeper learning and understanding. Moreover, project-based learning empowers students to take ownership of their education, enhances their creativity, and encourages self-directed learning, making it an ideal method to promote meaningful and engaging online learning experiences. In this study, a group of 39 Students participated in a two month project with an asynchronous online learning environment. The students were tasked with creating representative products relevant to their course material, namely Learning Innovation, aiming to apply their knowledge gained through asynchronous learning to real-world experiences. Data collection methods, including surveys, interviews, and artefact analysis, were used to assess the impact of Learning Through Making on students’ perception, self-efficacy, and motivation. The results indicate a significant improvement in self-efficacy and content retention as a result of learning through making in the online environment. The study suggests integrating project-based learning into online education as a pedagogical strategy to enhance student learning experiences. Digital tools and platforms play a crucial role in facilitating project progress and the creation of authentic and meaningful artefacts. However, further in-depth research and ongoing support are recommended to fully realize the potential of project-based learning in online environments. This study makes a notable contribution to the research on effective instructional approaches in digital education by exploring the potential of learning through making in the online learning environment. The findings offer actionable insights and recommendations for educators, instructional designers, and policymakers to create engaging online learning experiences that promote deeper learning and student succes