The Extent of Achieving the Design Principles of ‎Trialogical Learning Approach in the Field- training ‎Course for Science and Mathematics Student-teachers ‎in the College of Education / Sultan Qaboos ‎University

Abstract

This study aimed to explore the reality of the field- training course among the science and mathematics specializtions at the College of Education in Sultan Qaboos University, in terms of its ability to achieve the design principles of Ttrialogical Learning Approach [TLA]. The study identified the characteristics of knowledge artifacts that were produced by student teachers, calculated the extent to which the design principles were achieved and distinguished the differences that emerged between the science and mathematics specializations. To achieve this objective, a content analysis form was designed to analyze the student teachers' portfolios. The sample of the study consisted of 24 portfolios, which contained 645 diverse artifacts, presented by two male and 22 female science and mathematics student teachers. The results showed that the majority of the knowledge artifacts produced by the student teachers came in the form of reports and summaries; the vast majority of them were individual works. The microsoft office was the most widely used technical learning tool by student teachers. The principle of "promoting cross-integration of various knowledge practices and artifacts across communities and institutions" was moderately achieved; whereas, the principle of "the integration of individual and collective agency" ranked last. Therefore, the study highly recommends the redesign of the field- training course according to the principles of TLA