Educational model

Este artículo de fundamentación teórica y reflexión describe la metodología de investigación enfocada al diseño, conocida como Educational Design Research o Designed Based Research (DBR) y señala su carácter participativo, intervencionista y orientado a la resolución de problemas prácticos y al desarrollo de principios y teorías de diseño. Además, propone cuáles son los criterios de calidad aplicables a las investigaciones que siguen esta metodología y sus desafíos. Por último, presenta a la DBR como un instrumento adecuado para establecer puentes transformadores entre la investigación, la práctica y la política educativa.

Despite the benefits of school management information systems (SMIS), the concept of data-driven school culture failed to materialize for many educational institutions. Challenges posed by the quality of data in the big data era have prevented many schools from realizing the real potential of the SMIS. The paper analyses the uses, features, and inhibiting factors of SMIS. The paper proposes a five-phase conceptual model that assist administrators with making timely, quality decisions. The paper enriches the theoretical landscape of SMIS usage in the era of big data and lays a foundation for the future by establishing an educational decision-making model. KEYWORDS School management information system, big data, educational decision-making, data-driven schools, educational model, student-information system.

Bu çalışmanın amacı, her yönüyle üstün niteliklere sahip bireylerin yetiştirilmesinde başarılı bir modeli ortaya koyan, tarihi süreci içerisinde faaliyetleri ve ürünleri ile bunu ispat etmiş olan Ahilik Teşkilatı’nın uygulamaları yardımıyla oluşturduğu değerler eğitimi modelinin çerçevesini çizerek; günümüz şartlarına uyarlanmış, Türk toplumuna özgü bir değerler eğitimi modelinin kurgulanmasına katkı sunmaktır.
Çalışma, nitel araştırma yöntemlerinden “doküman analizi” tekniği kullanılarak gerçekleştirilmiştir. Araştırma kapsamında, Ahilik konusu ile ilgili alanyazında yer alan bilimsel nitelikli eserler, tezler, araştırma raporları, sempozyum ve kongre bildirileri türündeki çalışmalar, araştırmanın amaçları doğrultusunda incelenerek analiz edilmiştir. Bu bağlamda, Ahilik Teşkilatı’nın yansıttığı değerler eğitimi modeli, bir eğitim modeli bileşenleri bakımından ortaya konulmuştur.
Ahilik sisteminde uygulanan eğitim, belirli bir noktada tamamlanan bir anlayış yerine, modern eğitim sistemlerinde hayat boyu öğrenme olarak bilinen yaklaşıma benzer şekilde, ömür boyu süren bir faaliyet olarak icra edilmiştir. Ahilik Teşkilatı; insanı, en yüce ve benzersiz bir varlık olarak kabul edip, yalnızca mesleki bilgi boyutunu önceleyen tek düze bir eğitim anlayışını yeterli görmemiş; ahlaki, dini ve toplumsal bilgileri de kazandırmayı amaçlayan çok boyutlu bir eğitim modelini uygulamıştır.
Ahilik Teşkilatı, bireylerin eğitiminde, günümüz değerler eğitimi yaklaşımlarına benzerlik gösteren, tümevarım, gözlem ve model alma yoluyla öğrenme, sohbet ile eğitim, örnek olma ve soru-cevap tekniği gibi yöntemleri etkili biçimde kullanarak, değerlerin muhatapları tarafından benimsenip davranışa dönüştürülmesi sürecini başarıyla uygulamıştır. Ayrıca Ahilerin, bu uygulamalar ve etkili yöntemler sayesinde toplumların değerler eğitimi yoluyla sahip olmayı hedeflediği “model insan” tipini yetiştirmeyi başardıkları araştırma sonucunda görülmüştür.
This thesis aims contributing to building a particular Turkish Society Values Education Model, adapted to contemporary needs through the model framed by the support of Union of Akhism which has proved to be a successful model by means of its activities dating back to past and the trained qualified members equipped with diverse competences. The thesis is produced by using one of the qualitative techniques named “The Document Analysis”. During the research, the scientific resources in the area such as academic works, thesis, research reports, symposium and congress reports have been studied to support the thesis. In this context, Akhism and its Values Education Model are presented diversely as an educational model to be used respectively. Akhism has been implemented as a never-ending process and has correspondences with the contemporary education system “lifelong learning” in which the education does not stop at a specific level. Akhism has not found enough the common understanding of routinized education whose priority is only about the vocational competences considering human beings are supreme and unique creations but designed and implemented a new multi-dimensional model equipping the individuals with social and spiritual values together with professional competences. Akhism has successfully run the process to provide adaption and internalization of the desired behaviors such as reasoning, observation, learning through modeling, education through communication, sampling and question and answer model, which are all equivalents of today’s Values Education Model. As a result, our research has also proved that Akhism has accomplished the “the role personality” through using respective methods and effective approaches, which societies intend to maintain by means of Values Education.

Se describe el diseño de una plataforma educativa virtual sobre la base de requerimientos derivados de los principios de un modelo educativo virtual y de las esepcificas del desarrollo del software, especialmente la programación web. https://www.morebooks.de/store/es/book/modelo-educativo-+-tecnolog%C3%ADa-=-plataforma-educativa-virtual/isbn/978-3-659-04433-5

"Models of Chemistry Education and the Matriculation Chemistry Course: A Review.

Dani Asmadi Ibrahim and Kamisah Osman
Universiti Kebangsaan Malaysia

Abstract
This paper compares chemistry education models to characterise a matriculation chemistry course. It begins by touching on the recent developments in the field of chemistry and the emerging challenges of science education. This is followed by describing the developments in the field of chemistry education as a back drop for the discussion of the chemistry education models. Three education models will be discussed - the Traditional Model of Chemistry Education based on the behaviourist view, the Three Learning Levels of Chemistry based on cognitive research and information processing model, and the human centric Tetrahedron Metaphor of Chemistry Education. Each model will be discussed according to characteristics, underlying theories, strengths and weaknesses. It is found that the matriculation chemistry course shows characteristics of the Traditional Model of Chemistry Education.  In conclusion, there is a need for consideration of chemistry education researches to be given a larger role in improving chemistry teaching at matriculation colleges.

Keywords:  Science education, chemistry, pre-university
"

En este libro se aborda la formación dual que reciben los alemanes. Esta formación va entre la teoría y la práctica, el objetivo es que los dos conocimientos estén articulados por ello mientras se enseña algún conocimiento teórico se espera que el estudiante o egresado pueda ponerlo en la practica en alguna empresa u organización. El modelo se evidencia desde los 6 años, consultelo completo en el libro.

This article explains the devolopment of Islamic education in Indonesia, especially in pesantren (Islamic Boarding School) which is salafi manhaj. It aims at finding islamic education model developed at salafi manhaj pesantren. It uses library research. This article concludes that salafi manhaj pesantren currently becomes new model of Islamic education in Indonesia. This model differs from those applied in most pesantrens in Indonesia. The factor triggering its development is the effect of the transnational of Islam. This factor can further complete the theory of Islamic education change in Indonesia proposed by Karel Steenbrink.

Artikel ini menjelaskan tentang perkembangan pendidikan Islam di Indonesia. Fokus pembahasannya adalah pesantren yang bermanhaj salafi. Artikel ini bertujuan untuk menemukan bentuk pendidikan Islam yang berkembang pada pesantren yang berideologi salafi (manhaj salafi). Kajian ini menggunakan metode kepustakaan. Artikel ini menyimpulkan bahwasanya pesantren bermanhaj salafi merupakan bentuk pendidikan Islam model baru di Indonesia saat ini. Model pesantren ini berbeda dengan pesantren pada umumnya yang sudah lama berkembang di Indonesia. Faktor pemicu perkembangannya adalah pengaruh dari Islam arus global, dan faktor ini dapat melengkapi teori perubahan pendidikan Islam di Indonesia menurut Karel Steenbrink. Pendahuluan Di Indonesia, pendidikan Islam sudah ada sejak awal mula Islam masuk ke Nusantara. Secara tradisional pendidikan Islam itu disebut dengan

ABSTRACT

This paper reviews a model of social networking application to create a learning environment. In this experience, we joined an assistant professor and a participant observer. We applied the same principles as in the past school year and  we changed the dynamics of the sessions called "theoretical"  with invited  guests, shortened agenda and the emphasis  on the use of coding, social media and the design of  activities in a  LMS platform. Could these principles be generalized in other Tech in Education courses?

21. yüzyıl becerileri, bireyin hayatının her alanında gerekli olan yeterlilik ve yetkinlikleri içermesi nedeniyle öğrenciler için kazandırılması ve geliştirilmesi önem arz eden becerilerdir. Bu çalışmanın amacı, ortaokul öğrencilerinin 21. yy becerilerini geliştireceği düşünülen işbirlikli öğrenme ve çoklu zekâ kuramı ilkelerine uygun bir model sunmak ve modelin bu beceriler üzerindeki etkisini araştırmaktır. Araştırmada, geliştirilen modelin ortaokul öğrencilerinin 21. yy becerileri, bilimsel yaratıcılık, eleştirel düşünme, girişimcilik ve fen ve teknolojiye yönelik tutumları üzerindeki etkisi incelenmiştir. Mevcut öğretim sürecini geliştirme amacı taşıyan araştırma, eylem araştırması biçiminde desenlenmiştir. 2019-2020 eğitim-öğretim yılında Elazığ ilinin Kovancılar ilçesinde bulunan Bayramyazı Ortaokulu'ndaki 6. ve 7. Sınıfta öğrenim gören öğrenciler ile yürütülen çalışmaya 6.sınıftan 9 erkek, 12 kız öğrenci, 7. Sınıftan ise 5 erkek 10 kız öğrenci olmak üzere toplam 36 öğrenci katılmıştır. 6 haftalık bir süreçte yapılan araştırmada, hem nicel veriler hem de nitel veriler toplanmıştır. Nicel veri toplama aracı olarak; 21. Yüzyıl Beceri Testi, Bilimsel Yaratıcılık Testi, Eleştirel Düşünme Testi, Fen Tabanlı Girişimcilik Testi ve Fen ve Teknolojiye Yönelik Tutum Testi kullanılmıştır. Nitel veriler ise yarı yapılandırılmış mülakat soruları ve öğrenci günlüklerinden oluşmaktadır. Nicel verilerin analizi SPSS 23 paket programı ile yapılmış, nitel verilerin analizi ise betimsel ve içerik analizinden yararlanılarak yapılmıştır. Wilcoxon işaretli sıralar testi ile yapılan nicel veri analizi sonuçlarına göre 6. ve 7. Sınıf öğrencilerine uygulanan öğrenme modelinin, öğrencilerin 21. yy becerilerini geliştirmede etkili olduğu görülmüştür. Gerçekleştirilen uygulama, 6. ve 7. Sınıf öğrencilerinin bilimsel yaratıcılık becerilerine katkı sağlamıştır. 6. Sınıf öğrencilerinin eleştirel düşünme becerilerine istatistiksel olarak etkisi olmamış, 7. Sınıf öğrencilerinin eleştirel düşünme becerilerinin gelişimine ise katkı sağlamıştır. 6. Sınıf öğrencilerinin girişimcilik becerilerinde gelişme görülmezken 7. Sınıf öğrencilerinin girişimcilik becerilerini geliştirmede etkili olmuştur. 6. Sınıf öğrencilerinin fene yönelik tutumuna katkı sağlamış ancak 7. Sınıf öğrencilerinin fene yönelik tutumlarını geliştirmede etkili olmamıştır. Nitel veri analizi sonuçlarına göre öğrenciler, uygulanan modeli eğlenceli bulduğunu, sevdiğini ve grup çalışmalarını faydalı bulduklarını ifade etmişlerdir. Yapılan çalışmalar neticesinde, 21. yy becerilerini geliştirmesi amaçlanan işbirlikli çoklu zekâ modelinin, ortaokul öğrencilerinin bazı becerilerini geliştirmede genel olarak etkili olduğu ve öğretim sürecinde bu tür uygulamalara yer verilmesinin önemli ve gerekli olduğu anlaşılmaktadır.

Model based learning uses models in order to generate educational resources and adapt learning paths to learners and their context. Many domain models are published on the Web through linked data, thus providing a collective knowledge base that can be reused in the educational domain. However, for these models to be usable in an educational context, it should be possible to predict the learning context in which they can be used. A typical indicator of the usability of learning objects is their difficulty. Predicting the difficulty of an assessment item depends both on the construct, i.e., what is assessed, and on the form of the item. In this paper, we present several experiments that can support the prediction of the difficulty of an assessment item generated from a linked data source and the difficulty of the underlying item construct. We analyze the results of a test carried out with choice items (such as multiple choice questions), together with a Web mining approach, in order t...

The present article is the result of an investigation to verify if the gamification strategies in a distance learning course at the Universidad Autónoma de Yucatán (UADY) are considered as innovative educational practices, according to the elements of its educational model, and to verify the relevance of these strategies through the students’ perception. The course was developed through an instructional design model using three basic gamification strategies (storytelling, escape room and “PBL”). Students’ reflective journals were used to assess these strategies, as well as their comments in the discussion forums. It was found that the characteristics of UADY’s educational model allow the development of innovative strategies such as gamification and, on the other hand, students reported having experiences such as new ways of learning and developing behaviors such as motivation and teamwork. These findings are consistent with the literature and generate positive perspectives for the development of gamification in distance education at the university level.

As part of the evaluation process, some strategies are implemented to foster students' learning in the English Language Teaching Degree. Professors from a Universidad Autónoma located in the South part of Mexico are conducting action research based on the new educational model in which reflective journal is one of those strategies to be developed, therefore, a study based on the use of reflective journal learning in a course was carried out. The purpose was to investigate if learners find it useful during their learning process and their willingness to use it in all courses. In order to gather data, researchers designed a weekly reflection sheet where students were asked to provide their reflections about the topics and the difficulties found during the summer course, which is a course from the curricula. After the analysis of the information, researchers noticed that students found the use of reflective journals productive for their learning; however, they do not want to use them in all the courses. In conclusion, although reflective journals from students' perspectives are useful, it is a strategy that requires time and they do not want to use them for all the courses, hence the professors will have to vary this strategy among the courses.

This research and development aims to: (1) Produce a product of motor ability exercise models for cerebral palsy football players with circuit method; and (2) Testing the effectiveness of the motor ability exercise models for cerebral palsy football players with circuit method. The design of this study refers to the R&D model (Research & Development) of Borg and Gall. Broadly speaking, the development steps for the purposes of this research are carried out in 4 stages, namely: (1) first stage is preliminary research; (2) the second stage is the model development plan; (3) the third stage is the validation, evaluation and revision of the model; and (4) fourth stage is model implementation. The effectiveness of model was figured out by using motor ability test with t-test formula at significance level α = 0,05. The results of this research and development is a motor ability exercise model of cerebral palsy football players with circuit method in the form of motion exercises such as: (...

“Indeed, Allah conferred a great favor on the believers when He sent among them a Messenger from among themselves, reciting to them His verses (the Quran) and purifying them and instructing them the Book (Quran) and wisdom (Sunnah), while before that they had been in manifest error.”
(Quran; 3:164)1.

Abstract
This article intends to outline, in a preliminary version, a school model for cultivating holistic sense. This is an organizational model that is intended to show how education can be aimed to weaken the antisystemic conception that dominates in the present of Western culture. This conception impoverishes the sense of everyday life.
The model outlined is based on systemic-interpretive theory of organizations and in the theoretical framework of Alasdair MacIntyre on practices. Educational ideas materialized in the model, were derived from a previous study of two contemporary educational theories which was conducted following the guidelines of Interpretive Systemology. In the previous study mentioned, interpretive contexts (systemic models) were developed from which were obtained systemic/antisystemic interpretations of Jean Piaget and Jerome Bruner theories. From the contrast and systemic understanding of these theories, emerged elements of holistic education that served as the framework of school model.
This paper presents: a summary of the systemic understanding of the educational ideas of Piaget and Bruner considered in the model of school, the elements of systemic-interpretive theory of organizations and the MacIntyrean practices that were considered in the outline of the model, a description of the components of the organizational model, and design assumptions.

Resumen
Este artículo pretende esbozar, en una versión preliminar, un modelo de escuela para el cultivo del sentido holístico. Este modelo, de carácter organizacional, pretende mostrar una educación que apunte a debilitar la concepción antisistémica y empobrecedora del sentido que domina en el presente de la cultura occidental.
El modelo esbozado consideró elementos tanto de la teoría sistémico-interpretativa de organizaciones, como del marco teórico de Alasdair MacIntyre sobre las prácticas. Las ideas educativas que se concretaron en el modelo, se derivaron de un estudio previo de dos teorías educativas contemporáneas que fue realizado siguiendo los lineamientos metódicos de la Sistemología Interpretativa. En el estudio previo mencionado se elaboraron contextos interpretativos (modelos sistémicos) a partir de los cuales se obtuvieron interpretaciones del sentido sistémico/antisistémico de las teorías de Jean Piaget y Jerome Bruner. Del contraste y comprensión sistémica de estas teorías, surgieron elementos de una educación holista que sirvieron de marco al modelo de escuela esbozado.
Este artículo presenta: un resumen de la comprensión sistémica de las ideas educativas de Piaget y Bruner consideradas en el modelo de escuela; los elementos de la teoría sistémico-interpretativa de organizaciones y de las practicas macintyreanas que se consideraron para esbozar el modelo; la descripción de los componentes del modelo organizacional propuesto; y los supuestos de diseño.

Se presenta una investigación realizada con el objetivo de describir los significados asociados a situaciones problemáticas y riesgos, oportunidades y mediaciones en el uso de Internet, identificadas por adolescentes,
padres/madres y profesorado de instituciones educativas de la ciudad de Medellín, Colombia. El método se basó en un diseño cualitativo, concertado con el equipo de Kids online Latinoamérica (Latamko). Los resultados resaltan las tensiones entre los significados de oportunidad y riesgo en el uso de la Internet, de manera que se interrogó la mediación de padres y docentes, haciendo visibles límites en el aprovechamiento de las TIC atribuidos a la heterogeneidad y la brecha digital entre adultos y jóvenes. Como conclusión, se comenta la percepción de insuficiencia que tienen los jóvenes frente a la actuación de padres/madres y docentes, quienes se debaten entre prevenir e incentivar la apropiación de las herramientas para el aprendizaje.

This  article  discusses  the  history  of  modern  education  in developing countries and attempts to look at PublicHealth (PH) education  and  curriculum  from  a  Muslim  and  postcolonial perspective.  It  argues  that,  since  modern  PH pedagogical practicesin  Muslim  countries  are  derived  almost  entirely  from the  western  educational  model  and  paradigm,  they  need reconstruction  mainly  for  compatibility  and  relevance  checks. The  reconstruction  of  PH  that this  paper  proposes  aims  at complementing  and  enriching the  existing  syllabi  and  involves three  stages:  fundamental,  intermediate  and  advanced.  In  the first  stage,  students  are  equipped  with  a  strong  foundation  of western  and  Islamic  philosophies;  the  second  one  involves  the incorporation  of  Islamic  principles into  the  existing  PH curriculum;  while  the  third  entails  a  critical  analysis  and deconstruction of some PH concepts and approaches in order to nurture  students’  creativity  in  solving  complex,  emerging problems in the light of Islamic teachings as well as the need of Muslim sociocultural settings.

A Educational Model of EUROPEAN NETWORK PRESCHOOL EDUCATION Quality services for infancy and their families on the educationoriented communities and active citizenship. In our society is become essential an educational development on “child scale” (already theorized by M. Montessori in the first years of ‘900) and “families and educators in Educational Community” (already theorized by J.Dewey on the first years of ‘900) through the realization of a Educational Network, formed by children, families, educators, infancy services management, able to transmit culture and knowledge, by giving identity and common and shared values in the actual Society.

This research and development aims to: (1) Produce a product of motor ability exercise models for cerebral palsy football players with circuit method; and (2) Testing the effectiveness of the motor ability exercise models for cerebral palsy football players with circuit method. The design of this study refers to the R&D model (Research & Development) of Borg and Gall. Broadly speaking, the development steps for the purposes of this research are carried out in 4 stages, namely: (1) first stage is preliminary research; (2) the second stage is the model development plan; (3) the third stage is the validation, evaluation and revision of the model; and (4) fourth stage is model implementation. The effectiveness of model was figured out by using motor ability test with t-test formula at significance level α = 0,05. The results of this research and development is a motor ability exercise model of cerebral palsy football players with circuit method in the form of motion exercises such as: (a) 32 forms of flexibility training, (b) 8 shapes of strength training, (c) (D) 8 forms of coordination exercises, (e) 8-speeds of exercise form, (f) 8 shapes of power exercises, (g) 8-forms of agility, and (h) 8 shapes of endurance training. Flexibility exercises are designed as forms of exercise during warming ups as well as cooling down, while other forms of component training are designed as forms of practice in every circuit model. Each designed circuit model consists of 7 consecutive exercises consisting of strength, balance, coordination, speed, power, agility, and endurance. The product of circuit training model is named "Umar Motor Ability Circuit-Cerebral Palsy Football abbreviated UMAC-CPF". The UMAC-CPF model consists of 8 circuit models: (1) UMAC-CPF1, (2) UMAC-CPF2, (3) UMAC-CPF3, (4) UMAC-CPF4, (5) UMAC-CPF5, (6) UMAC- CPF6, (7) UMAC-CPF7, and (8) UMAC-CPF8. Based on the effectiveness test results, it is empirically proven that the results of the products in the form of motor ability exercise models for cerebral palsy football players with circuit method (Model UMAC-CPF) have a very good effectiveness.

In recent years, the Mercè Rodoreda Adult Education Centre has developed an educational model that has been recognized with the greatest award the Spanish Ministry of Education and Science can offer to adult education centres: the first place in the Miguel Hernández Prizes. This educational model is based on students' integral (personal, social, academic, labour and entrepreneurial) development. The award-winning educational model has taken into consideration students' needs, analysing such needs through a first study undertaken in the educational centre itself, and a later study which involved seven schools in the province of Alicante. This later study was conducted within the framework of the European Project CASE (Career Assistance and Spirit of Enterprise). The purpose of this article is to show the model previously described, as well as the results obtained from the final qualitative study methodology based on participant observation.

El contexto actual de las desigualdades sociales en Latinoamérica cuestiona y, al mismo tiempo, desafía el escenario de la educación superior en la búsqueda de procesos de transformación social. Es-tos desafíos se comprenden, en el marco de esta ponencia, desde la justicia educativa, entendida como la posibilidad de acceso con calidad a la enseñanza-aprendizaje como consecuencia de prácticas individuales y acciones colectivas. A partir de este panorama, y desde una reflexión teórica, se intentan identificar los aportes que ofrece la perspectiva pedagógica y filosófica de la Fundación Universitaria Claretiana (Uniclaretiana) en su apuesta de educación superior de frontera, con mirada humanista, liberadora, crítica y contextual, como respuesta a las aspiraciones que tienen aquellas comunidades que afrontan realidades de pobreza, exclusión y violencia sociopolítica, especialmente indígenas, afrodescendientes y campesinas, de acceder a una universidad que se ajuste a su contexto y dinámicas de vida; no obstante, las exigencias del modelo socioeconómico y del sistema educativo en particular dificultan su materialización.

Abstract
The current context of social inequalities in Latin America questions and, at the same time, challenges the higher education scenario in the search for processes of social transformation. These challenges are understood, within the framework of this presentation, from educational justice, understood as the possibility of quality access to teaching and learning as a result of individual practices and collective actions. From this perspective, and from a theoretical reflection, we try to identify the contributions offered by the pedagogical and philosophical perspective of the Claretian University Foundation (Uniclaretiana) in its commitment to higher education and inclusive, with a humanist, liberating, critical and contextual perspective , as a response to the aspirations of those communities that face the realities of poverty, exclusion and socio-political violence, especially indigenous people, African-descendents and peasants, to access a university that fits their context and life dynamics; nevertheless, the demands of the socioeconomic model and the education system in particular make it difficult to materialize.

El objetivo de la presente investigación es comparar estadísticamente cinco aspectos de la motivación hacia las matemáticas entre estudiantes de bachillerato de dos modalidades: mixta y presencial. Siguiendo una metodología cuantitativa, se eligió una muestra de 186 estudiantes inscritos en dos bachilleratos públicos del norte de México. A través de la aplicación del cuestionario de motivación para las matemáticas se determinaron los niveles de interés, importancia, utilidad, coste de estudiantes que estudiaban la materia de Matemáticas I y expectativas de autoeficacia. Los resultados muestran que el alumnado de bachillerato presencial presenta un nivel estadísticamente mayor en su interés, percepción y expectativas de autoeficacia hacia el estudio de la matemática. Por otra parte, el alumnado de bachillerato mixto presenta mayores puntajes en el criterio relacionado con el coste de estudiar matemáticas.

This article is part of a broader investigation exploring how contemporary art allows us to think about the process that underpins our teaching and learning in order to change it. We are tutors in initial teacher education and we teach, learn and communicate through contemporary art for a pedagogical module. In the following article we will show how teaching, learning and communicating through contemporary art helps future teachers to be aware of their educational models. Art encounters generate new learning and teaching experiences by allowing students and teachers to make various rhizomatic wanderings. The rhizomatic wanderings are diverse with the content and the form depending on the personal experience. The article concludes that the more rhizomatic wanderings future teachers make, the more they will be able to rethink the process of teaching and learning in order to attend to the diverse situations of classrooms of the twenty-first century.