Initial teacher education students' conceptions of creativity in technology and science education: A large-scale New Zealand study

Article Sidebar

PDF
Published: Apr 11, 2017
DOI: https://doi.org/10.15663/ajte.v4i1.44
Keywords:
Technology Education Primary and Early childhood education Quantitative Teacher Learning and Development Instructional Design/Design Principles

Main Article Content

Matthew Courtney
Assessment Research Centre Melbourne Graduate School of Education Level 8, 100 Leicester Street The University of Melbourne Victoria 3053 Australia
Kerry Lee
School of Curriculum & Pedagoogy, The Faculty of Education and Social Work, The University of Auckland
Anne McGlashan
Anne McGlashan is a senior lecturer in the School of Curriculum & Pedagogy with expertise in design and visual communication, and her research is primarily focused on exploring and identifying underlying theory and strategies towards educating for a creative response.
Meripa Toso
School of Critical Studies in Education, The Faculty of Education and Social Work, The University of Auckland
Paul Neveldsen
School of Curriculum and Pedagogy, The Faculty of Education and Social Work, The University of Auckland

Abstract

Teacher misconceptions about the nature and intent of Technology education (henceforth, Technology) in school sectors is of concern. Research suggests that elementary teachers too often do not have a basic grasp of the central tenets associated with Technology and how it differs from Science. Research by Atkinson (2000) has found that teacher educators too often design Technology lessons with a linear problem solving approach, leaving little opportunity for student creativity and imagination. Using a large sample of Initial Teacher Education (ITE) students (N = 830) this study found that early childhood education ITEs were less inclined to agree with the notion that Technology was mostly about creativity, design, and showing others your ideas. In addition, students thought that creativity was more applicable to Technology (as opposed to Science), although older male students thought that creativity was more relevant to both subjects. Implications for policy and practice are discussed.

Article Details

How to Cite
Courtney, M., Lee, K., McGlashan, A., Toso, M., & Neveldsen, P. (2017). Initial teacher education students’ conceptions of creativity in technology and science education: A large-scale New Zealand study. Australasian Journal of Technology Education, 4(1). https://doi.org/10.15663/ajte.v4i1.44
Issue
Vol. 4 (2017)
Section
Articles

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater exchange of knowledge. Articles will be downloadable in HTML, PDF or ePub formats.

Authors who publish with this journal agree to the following terms:
    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Author Biographies

Matthew Courtney, Assessment Research Centre Melbourne Graduate School of Education Level 8, 100 Leicester Street The University of Melbourne Victoria 3053 Australia

Dr Matthew Courtney is a research fellow at the Melbourne Graduate School of Education and lectures in assessment and quantitative methodologies. His interest is in improving numeracy, literacy, and scientific ability among children and young adults.

Kerry Lee, School of Curriculum & Pedagoogy, The Faculty of Education and Social Work, The University of Auckland

Dr Kerry Lee is a senior lecturer in technology education in the School of Curriculum & Pedagogy. Her areas of research include the improvement of technology education in New Zealand.

Anne McGlashan, Anne McGlashan is a senior lecturer in the School of Curriculum & Pedagogy with expertise in design and visual communication, and her research is primarily focused on exploring and identifying underlying theory and strategies towards educating for a creative response.

Anne McGlashan is a senior lecturer in the School of Curriculum & Pedagogy with expertise in design and visual communication, and her research is primarily focused on exploring and identifying underlying theory and strategies towards educating for a creative response.

Meripa Toso, School of Critical Studies in Education, The Faculty of Education and Social Work, The University of Auckland

Meripa Toso is a lecturer in Kianga Pasifika, in the School of Critical Studies. Her research areas are in the holistic curriculum in both early childhood and adult education.

Paul Neveldsen, School of Curriculum and Pedagogy, The Faculty of Education and Social Work, The University of Auckland

Paul Neveldsen is a professional teaching fellow with experience and expertise in technology education with an interest in initial teacher education and longitudinal research.