Development of Teacher Education Students' Pedagogical Content Knowledge (PCK) through Reflection and a Learning-by-Doing Approach in Craft and Technology Education

Autor/inn/en	Niiranen, Sonja; Ikonen, Pasi; Rissanen, Timo; Rasinen, Aki
Titel	Development of Teacher Education Students' Pedagogical Content Knowledge (PCK) through Reflection and a Learning-by-Doing Approach in Craft and Technology Education
Quelle	In: Design and Technology Education, 25 (2020) 3, S.35-46 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Student Attitudes; Foreign Countries; Handicrafts; Technology Education; Teacher Education Programs; Universities; Reflection; Educational Philosophy; Teaching Methods; Learning Processes; Active Learning; Finland + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Schülerverhalten; Ausland; Handwerk; Technisch-naturwissenschaftlicher Unterricht; University; Universität; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Aktives Lernen; Finnland
Abstract	The approaches of learning by doing and making have always been inherent components of Finnish craft and technology education. Craft is a practical subject that involves many hands-on activities during which students actively practice experimentation, investigation, invention, problem-solving and designing skills. The same ideology is utilised in craft and technology teacher education courses at the University of Jyväskylä. The overall purpose of this study was to increase our understanding of the development of teacher education students' pedagogical content knowledge (PCK) in craft and technology education through reflection and the learning-by-doing approach. To achieve this goal, students were asked to fill out a reflective questionnaire after one of their hands-on working sessions. The open-ended questionnaire was formulated on the basis of Roberts' (2012) four philosophical stances so that each of them were equally able to provide representative information in relation to students' reflections on it. During the academic year 2019-2020, a total of 115 students responded to the questionnaire while taking the 'Pedagogy of Multi-material Craft and Technology Basic Course'. Data were analysed by identifying themes based on the frequency of their occurrence. Philosophical stances of 'knowledge acquisition is inherently interactive' and 'examining things based on practical consequences' proposed by Roberts (2012) were the most evident ones in teacher education students' reflections. This study demonstrates how the learning-by-doing approach and use of a reflective tool can facilitate the development of students' PCK in craft and technology education. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01