What constitutes good learning in technology education: How can we ensure that teachers can provide it?

Atkinson, Stephanie (2012) What constitutes good learning in technology education: How can we ensure that teachers can provide it? In: 7th Biennial International Conference on Technology Education Research, 5-8 December 2012, Gold Coast, Queensland, Australia.

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Abstract

This paper sets out to explain the author’s belief that transferable skills to be found in designing and making activities can provide the ‘good’ learning for pupils studying Technology Education. Firstly using references from relevant literature, the importance of, and difficulties inherent in design activity will be considered. Certain aspects of a teacher’s understanding of and thereby pupils’ understanding and ability to successfully carry out the activity will be discussed. The difference between physical skills and conceptual tools required whilst designing will be reflected upon. This will lead to a discussion regarding the differences between subject knowledge, pedagogical knowledge and personal subject constructs and the timeframe available to train teachers of TE that enables or hinders the ‘good’ learning from taking place. The author’s own research which has informed her thinking over the years on these matters will be used to support the points of view she has put forward throughout this paper.

Item Type: Conference or Workshop Item (Keynote)
Subjects: Education > Educational Research
Divisions: Faculty of Education and Society > Department of Education
Depositing User: Stephanie Atkinson
Date Deposited: 17 Oct 2012 12:04
Last Modified: 19 Nov 2013 09:55
URI: http://sure.sunderland.ac.uk/id/eprint/3153

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