Abstract

Personalised learning embraces the elements of mutual ownership by learners and teachers, flexible content, tools and learning environments, targeted support, and data-driven reflection and decision making. The current study utilises a mix of instrumental case study (Stake, 1995) and deductive thematic analysis (Braun, Clarke & Terry, 2015; Terry et al., 2017) methods to explore the accounts of students of two teacher education study programmes at Vilnius University. The programmes were innovated to include practices of personalised learning in line with the framework developed by partners of the Erasmus+ Strategic Partnership Project INTERPEARL (Innovative Teacher Education through Personalised Learning). The results yielded three major themes which capture the successes and setbacks the students face, namely, personalisation in vivo: facilitation of growth as a would-be teacher; personalisation not manifest: what does not work; and personalisation in the making: the dos and don’ts.

Highlights

  • Recent significant changes in education have raised questions about the basis of the university system and its operation—what to teach, what to study and how to provide shared knowledge to students

  • What is universally known about personalised learning is that it implies multiple pathways to learning and resists the notion that all students learn the same way, yet what evidence there is reveals that PL has been understood and implemented in diverse ways; educators’ conceptions of this construct might be informed by the experiences of students. To help fill this gap, the current study aims to build on the conceptualisation of the construct of personalised learning developed by the partners of the INTERPEARL project and explore the case of practical implementation of innovative practices of personalised learning in two teacher education study programmes at Vilnius University

  • To evaluate the implementation of PL practices in the two teacher education study programmes, the current study explores the experiences of their recipients, students of the two programmes

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Summary

Introduction

Recent significant changes in education have raised questions about the basis of the university system and its operation—what to teach, what to study and how to provide shared knowledge to students. Study programmes should enable students to develop the competences that can best satisfy personal aspirations and societal needs through effective learning activities. These should be supported by transparent descriptions of learning outcomes and workload, flexible learning paths, and appropriate teaching and assessment methods. It follows that one of the essential features of today’s education is the orientation towards the active role of the learner, where the educational process is flexible and based on shared responsibilities and learning goals meaningful for the learner. Pogorskiy (2015) introduced the role of personalisation in the learning process with a focus on the concept of a ‘world view’, which makes it increasingly possible to identify topics potentially relevant to an individual

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