Promoting transfer and an integrated understanding for pre-service teachers of technology education

Morrison-Love, D. (2014) Promoting transfer and an integrated understanding for pre-service teachers of technology education. Global Education Review, 1(4), pp. 15-36.

[img]
Preview
Text
94849.pdf - Published Version
Available under License Creative Commons Attribution.

280kB

Publisher's URL: http://ger.mercy.edu/index.php/ger/index

Abstract

The ability of pre-service teachers (PSTs) to transfer learning between subjects and contexts when problem solving is critical for developing their capability as technologists and teachers of technology. However, a growing body of literature suggests this ability is often assumed or over-estimated, and rarely developed explicitly within courses or degree programmes. The nature of the problems tackled within technology are such that solutions draw upon knowledge from a wide range of contexts and subjects, however, the internal organization and structure of institutions and schools tends to compartmentalize rather integrate these. Providing a knowledge base and strategies to enhance PSTs’ awareness of and skills in transferring knowledge may allow for a more integrated understanding to develop. The importance of developing this ability to transfer knowledge is heightened as PSTs will, in turn, be responsible for developing the similar capabilities of their future students. This paper begins by considering problem solving in technology education and some of the issues associated with learning transfer. Thereafter, a framework and strategy for better integrating learning between courses is described and forms the basis for developments in an initial teacher education degree programme for technology education. Provisional data from evaluations and PSTs’ work indicated a positive effect in enhancing their thinking and additional data collected in the form of questionnaires, interviews and course work further illuminate this finding. It is argued that the development framework and approach enhances PSTs’ mental models of teaching technology and offers a significant step forward in promoting skills in the transfer of future learning between subjects; something increasingly critical for 21st century STEM Education.

Item Type:Articles
Keywords:learning transfer, problem solving, teacher education, technology education
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Morrison-Love, Dr David
Authors: Morrison-Love, D.
Subjects:L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Journal Name:Global Education Review
Journal Abbr.:GER
Publisher:Mercy College
ISSN:2325-663X
ISSN (Online):2325-663X
Copyright Holders:Copyright © 2014 The Author
First Published:First published in Global Education Review 1(4) 2014:15-36
Publisher Policy:Reproduced under a Creative Commons License

University Staff: Request a correction | Enlighten Editors: Update this record