Challenges

Obstacles with implementing the learner-oriented instructional process

To promote a positive, emotionally safe, and collaborative, student-oriented learning environment through formative assessment/Critical Friend

Research Topics: Topic 1- To study the existing learning environment and the factors influencing the formation of a positive, emotionally safe, and collaborative learning environment oriented towards students’ development Topic 2 - To implement Critical Friend approach

Topic #1 Problem Identification Stage

The majority of the syllabuses do not provide the opportunities to achieve the set goals

The applied methodology in courses was mainly focused on summative rather than formative assessment

The evaluation of effectiveness of interventions

Observation on instructional process to evaluate the effectiveness of interventions

Focus group with the students to analyze students’ points of view regarding the efficiency of the conducted interventions

Main Results

Students:
- Become more internally motivated when the participation in “Critical Friend” is an optional activity;
- Identify each other’s strong and weak points;
- Become more open towards criticism and demonstrate willingness to give recommendations to one another;
- Develop different metacognitive skills,
- Perfect the knowledge of the topic;
- Become aware of the importance of peer teaching for establishing trust-based relationships;
- Take more responsibility for their own, as well as their fellow students’ development.

Basic consequences

- “Critical Friend” is a student-oriented complex approach
- It aims to develop openness and confidence between lecturer and student(s), student(s) and student(s), and student(s) and lecturer.

Interview with the lecturers involved in the research to evaluate the efficiency of the conducted interventions

Students do not realize the essence of collaboration as a means of sharing knowledge and experience. They do not consider a lecturer an important party involved in collaboration

Theoretical Framework

Social Constructivism

Gibss' Reflective Model

150 students and 5 lecturers of teacher training programs