Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model

Morrison-Love, D. and Patrick, F. (2022) Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model. Research in Science and Technological Education, (doi: 10.1080/02635143.2022.2116422) (Early Online Publication)

Abstract

Background: Student teachers can find it difficult to inform their classroom practice with knowledge gained from education theory and research. Working with Design and Technology teacher education students, the authors have developed a model to support integration of knowledge-based thinking in lesson design for classroom practice. Purpose: This study explores the use of the Adaptive Subject Pedagogy Model to scaffold knowledge integration across the elements of an undergraduate technology education programme. Sample: Twenty-four Design and Technology students from three year-groups took part in the study. Design and methods: The study used focus groups to explore student perceptions of using the model, and analysis of student assignments to explore evidence of knowledge integration. Focus group transcripts were analysed inductively using thematic network analysis. Assignments were analysed using a deductive coding framework. Results: Students who understood the model as supporting planning for teaching in a broad sense were more likely to find the model helpful than those who saw the model as a lesson planning tool. Students valued the research element of the model for informing practice. Assignments gave mixed evidence of knowledge integration: some assignments showed convincing evidence of this, while others evidenced more partial integration. Conclusion: The study indicates that the model can support evidential integration, but that this is a challenging area for student teachers. This may be due to the different forms of knowledge students encounter across the academic and practicum elements of the programme, and/or to programme design if the practicum is not integrated effectively with other programme elements.

• Item Type: Articles
• Keywords: Theory-practice gap, design and technology education, initial teacher education, evidence-informed practice, knowledge integration.
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Morrison-Love, Dr David and Patrick, Dr Fiona
• Authors: Morrison-Love, D., and Patrick, F.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools; L Education > LB Theory and practice of education > LB2300 Higher Education; L Education > LB Theory and practice of education > LB2361 Curriculum
• College/School: College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Research Group: University of Glasgow Educational Assessment Network
• Journal Name: Research in Science and Technological Education
• Journal Abbr.: RISTE
• Publisher: Taylor & Francis
• ISSN: 0263-5143
• ISSN (Online): 1470-1138
• Published Online: 29 August 2022
• Copyright Holders: Copyright © 2022 The Author(s)
• First Published: First published in Research in Science and Technological Education 2022
• Publisher Policy: Reproduced under a Creative Commons license