САМОРЕГУЛИРАНО УЧЕНЕ И ПЕДАГОГИЧЕСКА МЕТАМОРФОЗ МУЛТИМОДАЛНА ИНТЕРПРЕТАЦИЯ ЧРЕЗ АРТ АНИМАЦИОННИ ПРАКТИКИ В НАЧАЛНОТО УЧИЛИЩЕ
SELF-REGULATED LEARNING AND PEDAGOGICAL METAMORPHOSIS – A MULTIMODAL INTERPRETATION THROUGH ART-ANIMATION PRACTICES IN THE PRIMARY SCHOOL

Summary/Abstract: The article examines the possibilities for developing self regulated learning in primary school through a pedagogical metamorphosis of curricular content, implemented via multimodal art animation practices. Based on the theoretical models of Zimmerman and Panadero, as well as Knight’s concepts of multimodal learning and intermodality, the study analyzes how the visual and role based strategies of the art animation approach in education support learners’ cognitive and metacognitive regulation. Emphasis is placed on activating internal mechanisms for planning, self monitoring and self reflection during the learning process. Visual and role playing formats function as mediators between the learning content and the personal experience of the learners. This approach creates conditions for deeper understanding and conscious participation in the learning process. The article argues for the necessity of shifting the perspective on learning content delivery through visual interpretation, role based images, and dynamic learning tasks that activate motivational, emotional, and social resources for learning. A multimodal pedagogical model is presented, applied in a training context with pedagogy students, integrating visual narrative, role play, and self reflection to develop self regulated learning skills through art animation practices in a multisensory environment. Following participation in the model’s four phase structure: (1) visual semantic introduction; (2) role based interpretation; (3) visual semiotic interpretation and authorial expression; and (4) metacognitive reflection and self regulatory evaluation, students complete reflective maps aimed at exploring their cognitive, affective, and metacognitive responses. The analysis of the collected data identifies manifestations of self monitoring, intermodal meaning making, and pedagogical reflection. The results of the data analysis reveal a significant contribution of the model to the formation of a reflective disposition and transformation of professional identity among the learners, as well as to the integration of contemporary methods into their future teaching practice. The presented model has the potential to be adapted to various educational contexts, both in primary education and in teacher training. Its flexible structure allows integration across different subjects, learning environments, and age groups, while maintaining a focus on self regulation and active learning. Through the application of multimodal and art animation practices, the model contributes to the enrichment of pedagogical strategies in the contemporary classroom, fostering creativity, critical thinking, and learner autonomy

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