Typology of Lessons in Collaborative Pedagogy

Abstract

This study explores the typology of lessons within the framework of collaborative pedagogy in secondary education. It focuses on three foundational models of teacher-student interaction: authoritative, leadership, and partnership, each corresponding to specific lesson types—task-oriented, problem-based, and dialogic. While prior classifications by L.G. Peterson and A.B. Vorontsov emphasized content structuring and problem-solving approaches, they largely overlooked the critical role of joint teacher-student activities. Addressing this gap, the study adopts a systematic approach, analyzing educational practices that integrate co-organization and interaction into lesson planning.

The research methodology involves a comparative analysis of the three models using criteria such as participant roles, interaction dynamics, content delivery, and educational outcomes. Findings reveal that the authoritative model supports structured skill acquisition, the leadership model fosters collective problem-solving, and the partnership model emphasizes individual and shared meaning-making. These models align with contemporary educational standards, enabling flexible application across diverse classroom contexts.

The results underscore the transformative potential of integrating collaborative practices into lesson typology, promoting metacognitive and interpersonal competencies alongside subject-specific learning. The study's implications extend to educators and policymakers, advocating for the incorporation of pedagogical strategies that prioritize collaboration in achieving holistic educational goals. This research provides a conceptual framework for rethinking lesson structures, fostering inclusive and dynamic learning environments that prepare students for complex, real-world challenges.