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

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