Students and teachers bring preconceived ideas to a new curriculum area.
Three years’ research work with 14 primary school teachers and two principals in technology education has shown how effective research, development, and negotiated intervention strategies can be introduced to enhance student learning. Student gains in learning could be attributed to enhanced formative interactions, which resulted from improved teacher knowledge of technology and associated pedagogies.
This article illustrates the potential of using multiple means to help express and develop ideas.
Here, the focus is on ways to build continuity, coherence, and connections in learning over time.
This article focuses on planning as a strategy for enhancing teacher pedagogical content knowledge.
