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EJ960115 - Technology Teacher Education through a Constructivist Approach

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ERIC #:	EJ960115
Title:	Technology Teacher Education through a Constructivist Approach
Authors:	Fox-Turnbull, Wendy; Snape, Paul
Descriptors:	Foreign Countries; Preservice Teacher Education; Constructivism (Learning); Technology Education; Scaffolding (Teaching Technique); Modeling (Psychology); Learning Theories; Theory Practice Relationship; Reflection; Qualitative Research; Participant Observation; Cooperative Learning; Class Activities; Multimedia Materials; Student Projects; Technology Integration; Educational Technology; Computer Uses in Education; Instructional Effectiveness; Elementary Education; Teacher Education Curriculum
Source:	Design and Technology Education, v16 n2 p45-56 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
Publication Date:	2011-00-00
Pages:	12
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on constructivist principles, successfully leads to the development of student teachers' understandings of technology education and technological practice within an initial teacher education programme. The paper describes the practical activity undertaken by final year students where a collaborative "company approach" strategy is used. The data shows that while undertaking a constructivist based activity, students gain a rich understanding of theory related to technological practice and relevant links to learning in the classroom. Examples are presented of the higher level thinking obtained by the students as they participate in this collaborative and cooperative exercise and reflect on their learning. (Contains 3 figures and 1 table.)
Abstractor:	As Provided
Reference Count:	29

Note:	N/A
Identifiers:	New Zealand
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1360-1431
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
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