Redesigning Initial Teacher's Education Practices with Learning Scenarios

Autor/inn/en	Pedro, Ana; Piedade, João; Matos, João Filipe; Pedro, Neuza
Titel	Redesigning Initial Teacher's Education Practices with Learning Scenarios
Quelle	In: International Journal of Information and Learning Technology, 36 (2019) 3, S.266-283 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pedro, Ana) ORCID (Piedade, João)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-11-2018-0131
Schlagwörter	Vignettes; Teaching Methods; Skill Development; Problem Solving; Critical Thinking; Creativity; Cooperation; Lesson Plans; Preservice Teacher Education; Teacher Education Programs; Scientific Concepts; Information Technology; Instructional Innovation; Masters Programs; Graduate Students; Case Studies; Student Teachers; Computer Science Education; Foreign Countries; Technological Literacy; Pedagogical Content Knowledge; Portugal + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Kritisches Denken; Kreativität; Co-operation; Kooperation; Lesson planning; Unterrichtsplanung; Lehramtsstudiengang; Lehrerausbildung; Informationstechnologie; Educational Innovation; Bildungsinnovation; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Computer science lessons; Informatikunterricht; Ausland; Technisches Wissen; Pädagogische Kompetenz
Abstract	Purpose: The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers' preparation and their future professional practice. The paper aims to discuss these issues. Design/methodology/approach: The authors present the analysis of practice of design and implementation of learning scenarios in teachers' initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science. Finding: The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education. Research limitations/implications: Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice. Originality/value: Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01