A PEDAGOGICAL MODEL FOR ORGANIZING INDIVIDUAL LEARNING BASED ON A REFLECTIVE APPROACH
DOI :
https://doi.org/10.5281/zenodo.18281459Résumé
This study explores the theoretical and methodological foundations of a reflective pedagogical model designed to transform the traditional university environment into a space for autonomous student development. The model addresses the inherent tension between standardized academic structures and the necessity for personalized learning. Central to this approach is the distinction between the Individual Educational Program (IEP), serving as the projected pedagogical framework, and the Individual Educational Trajectory (IET), representing the student’s realized personal path and subjective meaning.
The proposed model operates through a continuous cycle of three stages: Design, Implementation, and Reflection. By utilizing methodological tools such as educational dialogue and symbolic modeling, the framework shifts the student from a passive recipient of knowledge to an active subject of their own education. The ultimate goal of the model is the cultivation of self-organization and reflective competencies, allowing learners to navigate complex educational environments with agency and purpose.
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