Changing knowledge, changing technology: implications for teacher education futures
Changing knowledge, changing technology: implications for teacher education futures
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DOI：
10.1080/02607476.2015.1125432
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发表时间：
2016-01-01
影响因子：
4
通讯作者：
Schuck, Sandy
中科院分区：
文献类型：
--
作者：
Burden, Kevin;Aubusson, Peter;Schuck, Sandy
最近对教师教育未来的研究确定了两个需要进一步研究的主题：知识不断变化的性质和技术不断变化的能力。本文探讨了这两个主题的交叉点及其对教师教育的影响。该研究采用了基于情景创建的未来方法。围绕上述主题或维度，专家小组接受采访，集思广益，探索另类教师教育的未来。对这些访谈的数据进行了分析，以刺激四种未来教师教育场景的构建。从欧洲和澳大利亚的教师教育工作者那里获得了对这些情景的反馈。然后根据此反馈修改场景。这里提出的最终情景是为了激发教师教育工作者对教师教育未来的讨论。
Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario creation. With a focus on the above themes or dimensions, a panel of experts was interviewed to draw on its collective wisdom to explore alternative teacher education futures. Data from these interviews were analysed to stimulate the construction of four future teacher education scenarios. Feedback on the scenarios was obtained from teacher educators in Europe and Australia. The scenarios were then revised based on this feedback. The final scenarios are presented here as a way of provoking discussion among teacher educators about teacher education futures.