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• W4293732111 abstract "Background Student teachers can find it difficult to inform their classroom practice with knowledge gained from education theory and research. Working with Design and Technology teacher education students, the authors have developed a model to support integration of knowledge-based thinking in lesson design for classroom practice.Purpose This study explores the use of the Adaptive Subject Pedagogy Model to scaffold knowledge integration across the elements of an undergraduate technology education programme.Sample Twenty-four Design and Technology students from three year-groups took part in the study.Design and methods The study used focus groups to explore student perceptions of using the model, and analysis of student assignments to explore evidence of knowledge integration. Focus group transcripts were analysed inductively using thematic network analysis. Assignments were analysed using a deductive coding framework.Results Students who understood the model as supporting planning for teaching in a broad sense were more likely to find the model helpful than those who saw the model as a lesson planning tool. Students valued the research element of the model for informing practice. Assignments gave mixed evidence of knowledge integration: some assignments showed convincing evidence of this, while others evidenced more partial integration.Conclusion The study indicates that the model can support evidential integration, but that this is a challenging area for student teachers. This may be due to the different forms of knowledge students encounter across the academic and practicum elements of the programme, and/or to programme design if the practicum is not integrated effectively with other programme elements." @default.
• W4293732111 created "2022-08-31" @default.
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• W4293732111 date "2022-08-29" @default.
• W4293732111 modified "2023-09-30" @default.
• W4293732111 title "Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model" @default.
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• W4293732111 doi "https://doi.org/10.1080/02635143.2022.2116422" @default.
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